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

This edited collection offers a comprehensive and locally situated perspective of English language teaching in Costa Rica, connecting theory and practice in a non-English-dominant context. It encourages in-service teachers, TESOL specialists, and ELT scholars to reassess and rethink teaching and learning as dynamic, ever-changing, and culturally situated, making it relevant to researchers, academics, scholars, and faculty in teacher education, educational research, EFL, and modern foreign languages.

Format: Hardback
Length: 212 pages
Publication date: 19 July 2023
Publisher: Taylor & Francis Ltd

This edited collection offers a comprehensive and deeply contextualized exploration of English language teaching in Costa Rica, drawing upon the expertise and insights of dedicated language professionals and researchers. Through a series of reflective sections that seamlessly intertwine theory and practice within a non-English-dominant context, the book aims to inform and transform pedagogical practices. The chapters present a diverse portrayal of English language teaching and learning in the region, fostering a critical reevaluation of teaching and learning as more than just a political decision within an educational curriculum. Ultimately, the book strives to promote the practice as dynamic, ever-evolving, and culturally situated, making it an invaluable resource for researchers, academics, scholars, and faculty in the fields of teacher education, educational research, English as a Foreign Language (EFL), and modern foreign languages.

Introduction:
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 employs a series of reflective sections that interconnect theory and practice in a non-English-dominant context, aiming to inform and transform pedagogical practices. The chapters present 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.

Theoretical Framework:
The book adopts a theoretical framework that recognizes the importance of context in language learning and teaching. It acknowledges the diverse linguistic and cultural backgrounds of learners and emphasizes the need for a culturally sensitive approach to language instruction. The authors draw upon a range of theories and frameworks, including language acquisition, language teaching methodologies, and cultural studies, to provide a rich and nuanced understanding of English language teaching in Costa Rica.

Practice-Based Approaches:
The chapters in this collection showcase a variety of practice-based approaches to English language teaching. The authors emphasize the importance of integrating theory with practical classroom experiences, and they provide examples of effective teaching strategies and techniques that have been successfully implemented in Costa Rican classrooms. These approaches include task-based learning, collaborative learning, and technology-mediated learning, among others.

In-Service Teachers and Teacher Education:
The book recognizes the crucial role of in-service teachers in the development of English language teaching in Costa Rica. It provides insights into the challenges and opportunities faced by in-service teachers, and it offers strategies and resources to support their professional growth and development. The chapters also discuss the role of teacher education programs in preparing teachers for the challenges of English language teaching in a non-English-dominant context.

Cultural Considerations:
Cultural considerations play a significant role in English language teaching in Costa Rica. The authors emphasize the importance of understanding and respecting the cultural values and beliefs of learners, and they provide examples of how cultural sensitivity can be incorporated into language instruction. The chapters also discuss the challenges and opportunities that arise from the cultural diversity of the region.

Conclusion:
In conclusion, this edited collection offers a valuable contribution to the field of English language teaching in Costa Rica. It provides a comprehensive and locally situated understanding of English language teaching, drawing upon the expertise and insights of dedicated language professionals and researchers. The book employs a theoretical framework that recognizes the importance of context, practice-based approaches, in-service teachers, teacher education, cultural considerations, and dynamic, ever-evolving, and culturally situated practices. By promoting a critical reevaluation of teaching and learning as more than a political decision, the book aims to inform and transform pedagogical practices, ultimately contributing to the development of English language teaching in Costa Rica and beyond.

Weight: 590g
Dimension: 234 x 156 (mm)
ISBN-13: 9781032418452