Escuela de Literatura y Ciencias del Lenguaje

URI permanente para esta comunidadhttp://10.0.96.45:4000/handle/11056/14453

La Escuela de Literatura y Ciencias del Lenguaje cuenta con un Programa de Educación Continua (PEC) que tiene como propósito actualizar conocimientos, adquirir nuevas destrezas, habilidades y actitudes en el área pedagógica y disciplinar de sus egresados y la sociedad en general para que éstos logren una mejor adaptación al cambio y desempeño eficiente en competencias profesionales.

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40 ans de contribution à l’enseignement du FLE, une utopie réaliste au Costa Rica : le cas du Programme Français et Education, PROFE à l’Université Nationale, UNA
(Universidad Nacional, 2025) Barth Arroyo, Jorge Pablo
Penser l’apprentissage du français en Amérique centrale au-delà de la culture et de la littérature était une utopie pendant les années 70 à 90. Néanmoins, en 1984, un groupe de professeurs visionnaires de l’Université Nationale, UNA au Costa Rica, ont conçu un projet d’action sociale visant à renforcer l’enseignement de FLE dans le pays et favoriser l’employabilité dans les domaines du tourisme, l’hôtellerie et le commerce. Ces efforts se sont matérialisés de matière positive sous le principe de l’utopie réaliste (Cordero, 2022) et après 40 ans de travail ininterrompu, le projet s’est diversifié et « l’Université Nécessaire » (Núñez, 1973) multiplie ses actions de formation linguistiques et didactiques. Plusieurs études sur l’état du FLE ont été mise en place et le projet témoigne déjà un bon nombre de réussites.
A case study of informatics professionals’ perceptions concerning the success of teaching strategies and materials in an EOP course
(Universidad Nacional, Costa Rica, 2024-11-08) González Alfaro, Liseth María; Fallas Escobar, Christian
Analyzes the experiences and perceptions of informatics professionals participating in an English for Specific Purposes (EOP) course. The study explores the impact of various teaching strategies and materials on language development and learner motivation. Key issues include the challenges faced by students, especially in terms of language anxiety and dynamics within groups at different proficiency levels, as well as the effectiveness of teaching strategies that foster the development of technical vocabulary, communication skills, and critical thinking. The research highlights the need for learner-centered and task-based approaches in EOP courses, demonstrates how these methods can improve both language skills and soft skills essential in professional environments.
A Comparative approach for pronunciation instruction in english
(Universidad Nacional, Costa Rica, 2024-01-01) Chaves Fernández, Lindsay; Gapper, Sherry E.; Sevilla Morales, Henry
A tool is proposed to reinforce the pronunciation of vowels and consonants for the instruction of adult learners in Costa Rica. A critical review of literature on approaches to teaching vowels and consonants is followed by a comparative discussion of two transcription systems: that of the International Phonetic Association and those found in textbooks, dictionaries and pronunciation websites. This is complemented by a brief comparison of English and Spanish vowels and consonants, and descriptions of common pronunciation challenges for Spanish speakers. Open problems are explored, as are ethical reflections on the teaching of English pronunciation
Aquella hora centroamericana
(Universidad de Costa Rica, 2021-06-01) Rojas González, Margarita; Ovares Ramírez, Flora
Las artes y la cultura costarricenses crecieron y se difundieron de modo especial durante la década de 1970. Esa situación se combinó con la integración de numerosos artistas e intelectuales latinoamericanos que llegaron al país exiliados debido a dictaduras y guerras en sus países. Este artículo intenta sintetizar la información parcial que existe sobre esos años y al mismo tiempo estudiar el nuevo centroamericanismo que se desarrolló entonces bajo la forma de una lucha por la democracia y la solidaridad entre los pueblos del istmo.
Assertiveness in English communication : effective interaction among cabin crew, passengers, and on-board healthcare professionals during medical emergencies in a Latin American Airline
(Universidad Nacional, Costa Rica, 2024-11-08) González Martínez, Howard Lubín; Fallas Escobar, Cristhian
Examines through an exploratory case study the impact that the implementation of an English for Occupational Purposes (EOP) curriculum, based on Content and Language Integrated Learning (CLIL), has on cabin crew members' linguistic and transversal skills to handle in-flight medical emergencies. It includes as participants 10 active crew members from a well-known Latin American airline who participated in the 10-week virtual course. Data are collected through student diary entries, weekly observations, and artifacts (e.g., aviation manuals), which are then coded inductively and deductively using Dedoose. The study finds that these participants show emotional and linguistic challenges, maintaining a positive attitude by recognizing the importance of effective communication and assertiveness in the dialogic interaction between the cabin crewmember and the passenger with a pre-existing medical condition or between the cabin crewmember and the medical volunteer on board. Participants express that the teaching methodology employed (the ESP curriculum), which emphasized structured sentences and the use of language in context, helps them gain confidence for timely intervention in handling a medical event on board. Participants note that training should expand its scope and increase its frequency so that crewmembers are better prepared to deal with an onboard medical scenario. These findings have implications for crew training, which could be adapted by other airlines and flight schools.
Authentic assessment practices in the literature courses of the english teaching program at Universidad Nacional de Costa Rica
(Universidad Nacional, Costa Rica, 2025-05-01) Giangiulio Lobo, Alejandra; Garrett, Zachary
The redesign of the English Teaching program at Universidad de Costa Rica adopted a competency or skills-based approach, which moved away from the objective or content-based approach of the terminal program. Therefore, the new program's pedagogical approach emphasizes authentic assessment and 21st century skills. The researcher examined how both authentic assessment practices and 21st century skills were integrated in the current literature courses of the English Teaching program to understand what needs to be improved or modified when the new courses start. The research uses a qualitative analysis comprised of a focus group and two individual interviews of participants who have taught a literature course or include literary texts in their courses, accounting for the authentic assessment frameworks proposed by Ashford-Rowe et al. (2014) and MacArthur (2023) and the list of 21st century skills stated by Binkley et al. (2012). Participants shared their understanding of what authentic assessment and 21st century skills are in a general form and situated in a literature course. They also shared examples of evaluation tasks for literature courses that they had used in the past and considered to be successful, and they attempted to formulate new forms of assessment considering the selected frameworks. Findings showed that participants have a general understanding of both authentic assessment elements and 21st century skills, but more explicit guidance is required to comply with the proposed frameworks and truly integrate these two elements in the newly redesigned literature courses.
Base de donées offres d'emploi pour français Costa Rica
(Universidad Nacional, Costa Rica, 2025-01-14) Fuentes Peña, Melissa
Corpus de 68 offres d’emploi répertoriées pendant la période du 29 novembre 2023 au 29 janvier 2024 sur LinkedIn, les bourses d'emploi de Colypro, l'Alliance française du Costa Rica et la CCI France Costa Rica ayant comme requis principal maîtriser le français pour des postes au Costa Rica.
Beyond the teacher´s eye : a comparison of EFL learners reactions and perceptions about implicit and explicit oral error correction techniques to reflect on the importance of learner´s thoughts on corrective feedback
(Universidad Nacional, Costa Rica, 2024-11-18) Ugalde Barrantes, Lucía; Ureña Campos, Kathleen Nacira; Fallas Escobar, Christian
This study explores the reactions and perceptions of learners of English as a foreign language to implicit and explicit oral correction techniques. The work is grounded in the uptake hypothesis and the interaction hypothesis. It is constructed within the constructivist research paradigm, involving two small groups of learners of English as a foreign language in a private language institute. Teachers are trained in the use of six oral correction techniques; three implicit and three explicit techniques. The implementation of these techniques in the classroom is observed, completed with checklists of students' reactions, and lessons are recorded. Interviews are conducted with participants and video clips are shown of their reactions to each of the implemented remediation techniques. Data analysis involves open, axial, and focused coding strategies. The results indicate that students are open to correction, but it is crucial that teachers know how and when to correct. In addition, the action of repeating the correction after the teacher is not synonymous with uptake or assimilation. Students appreciate correction, but prefer clear correction strategies that facilitate error recognition and self-correction. Therefore, teachers must consider their students' perceptions, which may differ from observable reactions.
Bilingüismo femenino en Conte Burica
(Universidad Nacional, Costa Rica, 2024-01-01) Marín Esquivel, Rebeca; Murillo Miranda, José Manuel; Castillo Azofeifa, Yurliana
Se analiza la situación de bilingüismo en mujeres guaymíes residentes en el territorio indígena de Conte Burica, Costa Rica. Los datos obtenidos dan cuenta de los tipos de bilingüismo individual español-guaymí, así como el uso del español y el guaymí en diferentes ámbitos comunicativos. Se identificó que el guaymí ha estado presente en todas las etapas de vida, mientras que el español se ha ido introduciendo conforme se amplía el contacto con los hispanos. Si bien el estudio es exploratorio del fenómeno, resalta aspectos esenciales por considerar en estudios futuros.
Censura moral en la literatura costarricense : edición crítica de Sacrilegio (1944), de Rosalía de Segura
(Universidad Nacional, Costa Rica, 2024-10-30) Valerio Arce, Jose Pablo; Baltodano Román, Gabriel
Esta investigación se ocupa de la novela Sacrilegio (1944), de Rosalía de Segura (Costa Rica: 1917-1996), un texto que fue objeto de censura por parte de la Iglesia católica. A partir de tal hecho, este trabajo final de graduación explora la sensibilidad conservadora de la sociedad costarricense de la época y su recepción del texto a la luz de la moral cristiana. Es fundamental, además, la articulación entre la sensibilidad conservadora, la moral tradicional y la visión androcéntrica, pues la censura también se explica por la valoración negativa dada a los productos de la literatura sentimental, percibidos por entonces como indecorosos. A pesar del manifiesto interés del caso, tanto la crítica como la historiografía literaria han desatendido el proceso de recepción de la novela. A la luz de ello, se realiza una edición crítica del texto literario con el propósito de recuperarlo del olvido y reintroducirlo en el marco de los debates contemporáneos en torno a la historia de la escritura de las mujeres, la censura y la institucionalidad literaria. En el estudio preliminar se ofrecen datos biográficos de la autora, los comentarios que suscitó la publicación de la novela, así como una interpretación que da cuenta de los hechos representados en la ficción y que fueron blanco de críticas por parte de la Iglesia católica. Además, se analiza la construcción estético-ideológica del texto y sus implicaciones en el debate de época acerca de lo que debía ser la literatura costarricense. Por último, se establece una interpretación del diálogo entre el texto y la sensibilidad conservadora que lo juzga. A modo de anexo y como producto directo de esta investigación, se ofrece una edición crítica del texto.
"Continuidad de los parques": una poética de lectura
(Universidad Nacional, Costa Rica, 2015-03-09) Solano Rivera, Silvia Elena
En este artículo propongo una nueva lectura de “Continuidad de los parques” (1956), de Julio Cortázar, uno de los cuentos más estudiados por la crítica hispanoamericana. En las múltiples lecturas del cuento ha primado un enfoque inmanentista que parte de la perspectiva de lo fantástico desde Todorov, enfoque nada favorable para la poética de la lectura sobre la cual está construido el texto. Mi lectura de “Continuidad de los parques” consiste en ver el cuento como un poética de la lectura, como un deber ser del proceso de leer, ya que el personaje principal es el lector de una novela que terminará por matarlo debido a su manera superficial y ligera de leer. Lo cual se nos muestra a los lectores de modo ejemplarizante, marca un cómo no se debe leer y por lo tanto sienta las bases de un modelo y un antimodelo de lector.
Definiteness and Specifity in EFL
(Universidad Nacional, Costa Rica, 2023) Castro García, Damaris
This article explores the application of English parameter settings to mark specificity and definiteness by Costa Rican Spanish-speaking, L2 English young adults. A Forced Elicitation Task (FET) was used to analyze the participants’ choices. The data were analyzed in comparison to native speaker responses. The results show that these EFL learners find it particularly difficult to decide on the correct articles for specific nouns, even more so if they are indefinite NPs. Indefinite and definite non-specific NPs are assigned articles with less difficulty. The results point to the consideration of spaced learning practice in the context under study.
Diglossia and Language Contact in Limón, Costa Rica
(Universidad Nacional, Costa Rica, 2022-02-17) Aguilar Sánchez, Jorge
This paper provides a description of the language contact situation in Limón, Costa Rica. It presents a theoretical account regarding language contact in this area and discusses why this linguistic situation leads to challenges for the definition of diglossia and bilingualism that have traditionally been used to describe it. The analysis concludes with support for the thesis that two varieties of English interact with a variety of Spanish in the Costa Rican area of Limón and result in a new variety of Spanish due to this language contact. This study highlights the need to explore these varieties of Spanish to fully understand this contact situation.
EFL learners’ development of voice in academic writing : lexical bundles, boosters/hedges and stance-taking strategies
(Institución Universitaria Colombo Americana, 2018-01-23) Fallas Escobar, Christian; Chaves Fernández, Lindsay
In EFL composition courses, teaching and learning normally orbit aroundnorms of unity, coherence, support, and sentence skills that L2 learners are expected to comply with, at the expense of opportunities to develop voice. Against this backdrop, we resolved to examine the extent to which students’ exposure to and practice with lexical bundles, boosters/hedges and stancetaking strategies allows them to build a stronger discoursal and authorial voice as future academic writers. Evaluation of the students’ works revealed their level of success in this endeavor and analysis of student surveys unveiled the tensions and struggles they faced along the way. At the end of this paper, we advocate for academic writing courses to be transformed into spaces where students not only come to terms with the basic norms they have to conform to, but also build a discoursal and authorial voice as L2 writers.
EFL students’ learning of grammar structures from poems through the implementation of focus on form and focus on forms activities
(Universidad Nacional, Costa Rica, 2024-11-18) Chacón Arias, Amanda Guadalupe; Fallas Escobar, Christian
This study explores the integration of poetry as a contextual framework for teaching grammar through two instructional approaches: form-focused instruction and forms-focused instruction, in English as a foreign language (EFL) learners. Adopting a mixed methods design, this research involves a sample of 26 advanced college students participating in form and form-focused instructional interventions incorporating poetry. A pretest assesses participants' initial knowledge of inverted sentence structures, followed by immediate posttests after each intervention to measure improvements in written production. A delayed post-test, administered after a planned interval following the last form-based instructional intervention, assesses retention of the target structure. Semi-structured interviews are conducted with 30% of the participants to provide information on their perceptions and attitudes toward grammar and poetry instruction before and after the interventions. Quantitative data analyze using paired t-tests, while qualitative data are subjected to open-ended, axial, and focused coding. Results indicate that while both form-focused instruction and forms contextualized with poetry effectively improved students' grammar skills, form-focused instruction demonstrated a stronger effect on long-term retention. Qualitative analysis reveals a preference for incidental grammar learning and highlighted positive changes in participants' attitudes toward poetry as a medium of language instruction.
El profesorado de francés lengua extranjera (FLE) del siglo XXI : un profesorado empoderado
(Universidad Nacional, Costa Rica, 2021-09-03) Benavides Villalobos, Jimena
El presente texto es un ensayo pedagógico autorreflexivo donde se expone el análisis realizado por una profesora universitaria de francés como lengua extranjera, durante su proceso de postgrado. En este se abarcan temas como las necesidades de un profesorado novel, las características del personal docente universitario del siglo XXI, así como las del FLE. La reflexión se da luego de reconocer la importancia del componente pedagógico para la formación de docentes de universidades y puntualizar en los desafíos que tiene en el siglo XXI, quien debe entender lo trascendental que resulta su labor en la formación de futuros grupos profesionales.
English usage in an insurance agency : enhancing communication and operational efficiency
(Universidad Nacional, Costa Rica, 2025-03-08) Ledezma Ugalde, María del Rosario; Serrano Solano, Emily Guiselle; Fallas Escobar, Christian
The present study explores the development of an English for Specific Purposes (ESP) course designed for a group of professionals in the insurance field, examining how it enhances the insurance agents’ communication effectiveness and operational efficiency. The research aims to assess the improvements in English communication and operational efficiency resulting from the ESP course. The findings underscore the importance of English proficiency in the insurance industry, emphasizing its relevance to the specific situations agents encounter. The study demonstrates that the ESP course gives agents essential skills to improve customer service and perform their daily tasks in English. However, it also highlights that many participants possess limited English proficiency, which can hinder their success. While participants often rely on their native language to understand and complete tasks, it is crucial for them to effectively communicate in English with customers. Finally, the study encourages ESP professionals to carefully consider the learning environment when implementing an ESP course in the insurance field, weighing the potential benefits and challenges.
Enhancement of oral production through the teaching of culture in content-based instruction
(Universidad Nacional, Costa Rica, 2016-06-15) Montero Chacón, Tatiana Vanessa; Mora Guido, Johnny Antonio; Rodríguez Chaves, José David
This present study explores the practice of enhancing oral production by teaching culture within a Content-Based Instruction approach, and it was done at the Centro de Estudios en Inglés Conversacional (CEIC), an outreach program from Universidad Nacional (UNA) with a group of intermediate English as Foreign Language students. The aim of this study was to determine whether the students enriched their oral produc-tion from including cultural topics into communicative tasks. As a main finding, the participants enhanced their oral performance, focusing on content rather than on the language forms; likewise, the participants ef-ficiently incorporated cultural content into their oral production.
Entre la cultura impresa y la escritura disciplinaria : los tratados de moral, higiene, cívica y puericultura de Costa Rica y El Salvador, en el temprano siglo XX
(Universidad Nacional, Costa Rica, 2025-05-26) Gómez Chavarría, Wilson Mauricio; Baltodano Román, Gabriel
Esta investigación se ocupa de la escritura disciplinaria en Costa Rica y El Salvador. En específico, indaga en los manuales de moral, higiene y puericultura publicados en estos dos países a inicios del siglo XX. Estos textos fueron empleados como parte de las prácticas cotidianas, en los sistemas de instrucción pública. El corpus de análisis se compone por las siguientes obras: Ricardo Jiménez, (1888) Instrucción cívica para uso de las escuelas de Costa Rica San José: Tipografía Nacional; Faustino Montesdeoca, (1893) Instrucción cívica. San José: Tipografía Los Independientes; Darío González, (1897) Nociones generales de higiene. San Salvador: Tipografía La Lua; Juan B. Quirós, (1900) Tratado de moral militar. San José: Tipografía Nacional; Benjamín de Céspedes, (1900) Higiene de la infancia en Costa Rica. San José: Tipografía Nacional; David J. Guzmán, (1914) Instrucción Cívica y Moral Práctica. San Salvador: Imprenta Nacional; Francisco Cordero, (1924) Lecciones de higiene. San José: Imprenta y Librería Trejos Hnos; Manuel Zúñiga Idiáquez, (1925) Nociones de puericultura al alcance de las niñas mayores de doce años. San Salvador: Imprenta Nacional. Se plantea que en estos libros se fusionaron diversos géneros de la cultura impresa moderna como un recurso para abordar una amplia de problemas generados por el nuevo orden social y la producción hegemónica de la oligarquía liberal, entre 1888 y 1925.
Espacio, tiempo e identidad : un viaje hacia la blanquitud en Los cuatro espejos
(Universidad Nacional, 2024-01-30) Solano Rivera, Silvia Elena
Este artículo busca responder a la interrogante: ¿cuál es la relación de las categorías espaciotemporales con el proceso identitario de los personajes de la novela Los cuatro espejos? Para ello procedo a determinar cuál es la estructura que las categorías espacio-temporales trazan, identificar los principales espacios-tiempos que aparecen en el texto, a qué valores son asociados y cuáles son las implicaciones socio-ideológicas que tienen estos tres elementos en las construcciones identitarias de los personajes, principalmente en Charles McForbes, el protagonista.

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