1st Edition

Language Identity, Learning, and Teaching in Costa Rica Core Theoretical Elements and Practices in EFL

    230 Pages 8 B/W Illustrations
    by Routledge

    This edited collection provides a comprehensive and locally situated understanding of English language teaching from the perspective of dedicated and experienced language professionals and researchers in Costa Rica.

    The book uses a series of reflective sections that interconnect theory and practice in a non-English-dominant context in order to inform and transform pedagogical practices. The chapters depict a wide-ranging image of English language teaching and learning in the region, encouraging in-service teachers, TESOL specialists, and ELT scholars to critically reassess, rethink, and relearn teaching and learning as more than a political decision in an educational curriculum.

    Ultimately promoting the practice as dynamic, ever-changing, and culturally situated, the book will be highly relevant to researchers, academics, scholars, and faculty in the fields of teacher education, educational research, EFL, and modern foreign languages.

    Introduction: A Historical Review of English Teaching in Costa Rica Cinthya Olivares-Garita and Lena Barrantes-Elizondo  Part I: Context, Culture, and Identity  1. Challenging Language Ideologies in the Global South: EFL Teacher Education as a Critical Site Christian Fallas-Escobar  2. EFL Teaching: A(nother) Chiaroscuro in and Beyond the Modern Nation-State: The Case of Costa Rica Luis Guillermo Barrantes-Montero  3. The Need for a Critical Perspective Into the Teaching of English for Occupational Purposes Kevin Armando Brand-Fonseca and Roger Segura-Arias  Part II: Language Learning  4. Language Learning Strategies in TEFL: Balancing Theory and Student Instinct Nicolás Cárdenas-Tamburini  5. Metacognition in Listening: Tasks That Foster Metacognitive Skills Safiro Rivera-Mena  6. Learner Empowerment: Reconceptualizing the English Language Learner Through a More Humanistic and Critical Lens Cinthya Olivares-Garita  7. Integrating Technology in the EFL Classroom: Moving Toward a Student-Centered Approach Jonathan Elizondo-Mejías  Part III: Language Teaching 8. Professional Agency and Identity of English Language Teachers in Costa Rica: A Call for Decolonizing Action Lena Barrantes-Elizondo  9. Professional Growth: A Reflective and Motivational Practice Toward an Endless Journey in Education Patricia López-Estrada  10. Designing Digital Multimodal Narratives in EFL Teacher Education Hazel Vega Quesada  Dialogicity Around Language, Identity, and Teaching and Learning in the Global South: Costa Rica in Focus Lena Barrantes-Elizondo and Cinthya Olivares-Garita


    Lena Barrantes-Elizondo is a Professor of TESOL (Teaching English to Speakers or Other Languages), Universidad Nacional, Sede Regional Brunca, Costa Rica.

    Cinthya Olivares-Garita is a Professor of TESOL (Teaching English to Speakers or Other Languages), Universidad Nacional, Sede Regional Brunca, Costa Rica, and a student in the Doctor of Education in TESOL program, the Graduate School of Education, Anaheim University, USA.