Choi, Junghwa. (2002). Curriculum design for the high school credit program in Korean language at Sup sogŭi Hosu (Lake in the Woods), the Korean Language Village at Concordia Language Villages. Unpublished doctoral dissertation. University of British Columbia.
Clementi, D. (2014). Meaningful and purposeful practice. Learning Languages 19.2: 8-11.
Clementi, D. (2012). Program evaluation: Outcomes of participation in Lac Du Bois, the French language village of Concordia Language Villages. Unpublished doctoral dissertation. Cardinal Stritch University.
Dahl, T. I., Clementi, D., Heysel, G. R., & Spenader, A. (2007). Start with a good idea and give it a world: Preparing young people to be lifelong language learners and users. In M. Mantero (Ed.), Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts (pp. 143–158). Greenwich, Connecticut: Information Age Publishing.
Dahl, Tove I. (2014). Children as researchers: We have a lot to learn. In Gary B. Melton et al (Eds.). The Sage handbook of child research (pp. 593- 618). Sage.
Dahl, Tove I. (2009). The importance of place for learning about peace: residential summer camps as transformative thinking spaces. Journal of Peace Education 6.2: 225-245.
Dahl, Tove I., Sethre-Hofstad, L. & Salomon, G. (2013). Intentionally designed thinking and experience spaces: What we learned at summer camp. Learning Environments Research 16.1: 91-112.
Friedrichsmeyer, E. M. (1962). The language camp, a different approach to elementary foreign language instruction. The German Quarterly, 35(3), 322–326.
Garst, B. A., Erceg, L.E. & Walton, E. (2013). Injury and illness benchmarking and prevention for children and staff attending US camps: Promising practices and policy implications. Journal of Applied Research on Children 4.2.
Goulah, J. (2007). Village voices, global visions: Digital video as a transformative foreign language learning tool. Foreign Language Annals 40.1: 62-78.
Goulah, J. (2007). Toward pax terra-humana: Cultural transformative learning and a planetary literacy in the foreign language classroom. Journal of Transformative Education 5.2: 163-176.
Goulah, J. (2006). Transformative second and foreign language learning for the 21st century. Critical Inquiry in Language Studies: An International Journal 3.4: 201-221.
Graefe, M., & Wells, M. (1996). An economic impact study: How and why to do one. Camping Magazine 69.2: 18-20.
Hamilton, H. E. (2004). Repair of teenagers’ spoken German in a summer immersion program. In D. Boxer & A. Cohen (Eds.), Studying speaking to inform second language learning (pp. 88–114). Multilingual Matters.
Hamilton, H. E., & Cohen, A. D. (2004). Creating a playworld: Motivating learners to take chances in a second language. In J. Frodesen & C. Holten (Eds.), The power of context in language teaching and learning (pp. 237–247). Heinle.
Hamilton, H. E., Crane, C., & Bartoshesky, A. (2005). Doing foreign language: Bringing Concordia Language Villages into language classrooms. Pearson/Merrill/Prentice Hall.
Hannes, K. (2004). Fun and French: A standards-based introductory curriculum for third grade, inspired by the unique approach of Concordia Language Villages. Unpublished senior honors thesis. Southern Connecticut State University.
Hansen, E. M. (2010). Hendenes tale: mønstre i bruk av gester i fremmedspråkundervisning ved Concordia Language Villages. Unpublished master’s thesis. University of Tromsø.
Hanson, M. (2012). A participatory inquiry of Japanese name use, language learning, and identity development. University of Hawai'i Second Language Studies 30 (2): 1-41.
Hoff, P. J. (1989). An immersion curriculum for language and culture: Spanish discovery 1492-1992. Unpublished doctoral dissertation. Syracuse University.
Iudin-Nelson, L. J. (1997). Songs in the L2 syllabus: Integrating the study of Russian language and culture. Unpublished doctoral dissertation. University of Wisconsin: Madison.
Magnuson, P. (1996). If we were in charge: Students debate the ideal school at Concordia Language Villages. Social Studies and the Young Learner 8.3: S5-S8.
Mambo, B. & McGrath, D. (2005). Vive les villages! Learning & Leading with Technology 32.6: 37-39.
Nelson, M. J. S. (2009). An analysis of villager responses on the end of session evaluation at the Concordia Language Villages. Unpublished doctoral dissertation. North Dakota State University.
Phillippe, D. E. (2012). Living language and culture: Concordia Language Villages--One example of learning outside the classroom. Learning Languages 17.2: 27-29.
Poytinger, D. J. (2004). Teaching German through radio programming: A German curriculum developed for Concordia Language Villages. Unpublished German Senior Project. Kalamazoo College.
Schärfig, E. (2014). The potential of total-immersion language education for the German ESL classroom: Possible applications from the German language village ‘Waldsee’. Unpublished master's thesis. Georg–August–Universität Göttingen.
Seewald, S. (2003). US-amerikanisches Verständnis deutscher Kultur: eine Fallstudie zum interkulturellen Lernen in den Concordia Language Villages in Minnesota. Krämer Verlag.
Seo, M. (2006). Shifting responsibility from teacher to students. TESL Reporter 39.2: 65-68.
Thomas, M. L. (2008). The professional development of teachers for international contexts: A case study of Concordia Language Villages’ study abroad programs. Unpublished doctoral dissertation. University of North Dakota.
Wenzel, F. (2008). Code-Switching im Kontext der Immersion. Zum Gebrauch des Englischen bei US-amerikanischen Jugendlichen in einem deutschsprachigen Sommerlager [Code-switching in the context of immersion. On the use of English by American youths in a German-speaking summer camp]. Unpublished master's thesis. University of Hamburg.
Yard, E.E., Scanlin, M.M., Erceg, L.E., Powell, G.M., Wilkins, J.R., Knox, C.L. & Comstock, R.D. (2006). Illness and injury among children attending summer camp in the United States, 2005. Pediatrics, 118(5), pp.e1342-e1349.