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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
(Universidad Nacional, Costa Rica, 2024) Barrantes, Lena; Gamboa Sánchez, Beatriz; Brand Fonseca, Kevin Armando
This book is the culmination of research projects completed by undergraduate English teaching students from a public university. Each chapter is the result of the collaborative initiatives undertaken by the aspiring teachers of English as a Foreign Language (EFL) and the professors who guided them through the research process. This research process reflects the efforts made in one of the final courses of the English Teaching Major that allows undergraduate students to explore classroom realities through educational research. By participating in field research, students advance knowledge about the teaching and learning of EFL as they explore educational environments. The undergraduates seek answers to pedagogical challenges encountered in their teaching experiences while acquiring a deeper understanding of the educational phenomena of language teaching and learning. Within these pages, readers will find a synthesis of original research, critical perspectives, and innovative approaches. This publication reflects the view that undergraduate research makes an original, intellectual and creative contribution to the discipline while contributing to student professional growth as they embark in a problem-solving task, explore new ideas based on theory and practice, expand their horizons of the discipline, and develop pioneering solutions to the educational issues in the language classrooms. All the research reports included in this book consist of case study designs where a thorough description of the reality encountered is offered and culminates in a pedagogical proposal to face the challenges in the context studied. From the initial stages of inquiry to the final stages of synthesis, this book gathers the intellectual curiosity and scholarly rigor of undergraduate students. The research projects were grouped into three main topics: Teaching language skills, EFL classroom mediation, and realities beyond the EFL language classroom. These three topics make up the units of the book. A total of 30 students from two different campuses, Pérez Zeledón and Coto, participated as authors of the chapters in this book while they completed the course Seminar on Innovation, Field Research in English and Educational Production. While all research deals with the teaching of English as a foreign language, the educational level in the case studies ranged from a high school setting to a university one. All the projects took place in the southern region of Costa Rica. Whether you are a fellow researcher, educator, or enthusiast eager to explore the complexities of language teaching and learning, we invite you to join the journey of discovery as experienced by university students. May this book inspire further exploration, inquiry, and interchange in the academic scholarship arising from undergraduate research.
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.

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