Challenges in Teaching and Planning in Costa Rican Public Primary Schools: The Reality of the Action-Oriented Approach

Abstract

This essay examines the challenges faced by Costa Rican public primary school teachers in implementing the Action-Oriented Approach (AOA) within the English language curriculum. Planning is a fundamental and demanding aspect of teaching that requires considering multiple factors such as syllabus demands, diverse student needs, and limited resources. Through interviews with ten English teachers from the Guanacaste region, this paper explores their understanding of the AOA, their planning experiences, and the practical barriers they face, including overcrowded classrooms, lack of training, inadequate materials, and rigid curricular structures. Combining insights from research and the author’s teaching experience, this paper intends to argue in favor of changes to strengthen English instruction in public education in Costa Rica for urgent reforms to improve language learning, including better teacher training, increased access to resources, and more flexible syllabi. The goal is to raise awareness and support for educators striving to deliver meaningful English instruction in challenging public-school environments.