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URI permanente para esta colecciónhttp://10.0.96.45:4000/handle/11056/18055

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    English teaching and learning in the Brunca Region of Costa Rica: a collection of case studies by undergraduate students in 2024
    (Universidad Nacional, Costa Rica, 2025) Barrantes Elizondo, Lena; Gamboa Sánchez, Beatriz; Brand Fonseca, Kevin Armando; Arguedas Zúniga, Roberto
    English Teaching and Learning in the Brunca Region of Costa Rica: A Collection of Case Studies by Undergraduate Students in 2024 is a compilation of research projects conducted by pre-service teachers as part of an academic requirement needed to conclude their bachelor's degree in English Teaching at a public university in the southern part of Costa Rica. The projects showcased throughout this publication represent some of their first experiences in field research, providing them with valuable insights regarding the complexities of foreign language teaching and learning. Carrying out this research process enhances their ability to address challenges in the English Teaching field and serves as a foundation for continuous learning and professional development. Beyond the impact that engaging in research has for these students’ professional development, this book offers relevant information for English teachers, foreign language learners, administration, researchers, and language education enthusiasts as it contributes to the ongoing conversation about language teaching in diverse educational contexts. The research projects reflect the contribution of 27 students that completed this with the guide of their professors. The book is organized into three sections that describe different language learning contexts: high school, outreach projects and higher education. The pre-service teachers have had the opportunity to experience these contexts either as practitioners or as learners of EFL. The section about high schools refers to the role public high schools have throughout the Brunca Region of Costa Rica. The section explores challenges and opportunities that arise when teaching English to students in this educational system and reports on the realities faced when implementing the curriculum in this context. The second section, outreaching programs, reveals experiences about English language instruction and learning beyond traditional school environments in the southern part of Costa Rica. The studies presented here shed light on the impact of non-formal EFL education in local communities and broader social contexts. Finally, the higher education section delves into issues concerning the public university context and learner experiences when faced with the challenge of learning English at this tertiary level. Together these sections offer a comprehensive look at English teaching in the Brunca Region across different educational systems and age groups providing valuable insights for teachers, researchers and education professionals. We wish to invite students, teachers and researchers who are interested in the teaching and learning of EFL to engage with the findings offered through each chapter and to reflect on their own teaching and learning experiences. Each research project offers valuable insights into the realities of English language education in the Brunca Region; thus, it encourages teachers and other professionals interested in the education field to question, adapt and innovate practice. By embracing inquiry and critical reflection, we can create more effective learning environments. This collection of research projects can serve as a foundation for future studies, inspiring new inquiries and approaches to continually innovate English language teaching.