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

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.

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 uses a series of reflective sections that interconnect theory and practice in a non-English-dominant context in order to inform and transform pedagogical practices. The chapters depict 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.

Ultimately promoting the practice as dynamic, ever-changing, and culturally situated, the book will be highly relevant to researchers, academics, scholars, and faculty in the fields of teacher education, educational research, EFL, and modern foreign languages.

Introduction: A Historical Review of English Teaching in Costa Rica  Part I: Context, Culture, and Identity  1. Challenging Language Ideologies in the Global South: EFL Teacher Education as a Critical Site  2. EFL Teaching: A(nother) Chiaroscuro in and Beyond the Modern Nation-State: The Case of Costa Rica  3. The Need for a Critical Perspective Into the Teaching of English for Occupational Purposes Part II: Language Learning  4. Language Learning Strategies in TEFL: Balancing Theory and Student Instinct  5. Metacognition in Listening: Tasks That Foster Metacognitive Skills&l3&