Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training

This article presents the most relevant results found in the “Licenciatura” graduation research project for the BA in Teaching English offered by the University of Costa Rica, Campus Occidente. The work, entitled “Strengths and Weaknesses in Teaching English Literature in Experimental Bilingual High...

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Autores principales:	Araya Araya, Karla, Campos Rosales, Priscila, González Mora, Erika, Marín Madrigal, Gerardina, Rojas Suárez, Kattia, Sanchez Alvarado, Catalina
Formato:	info:eu-repo/semantics/article
Lenguaje:	eng
Publicado:	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Materias:	Literature teaching English Literature Syllabus Costa Rican Experimental Bilingual High Schools. Literatura inglesa secundaria educación bilingüe formación del profesorado profesores de inglés
Acceso en línea:	https://redie.uabc.mx/index.php/redie/article/view/863
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id	repositorioinstitucional-20.500.12930-6193
record_format	dspace
institution	Repositorio Institucional
collection	DSpace
language	eng
topic	Literature teaching English Literature Syllabus Costa Rican Experimental Bilingual High Schools. Literatura inglesa secundaria educación bilingüe formación del profesorado profesores de inglés
spellingShingle	Literature teaching English Literature Syllabus Costa Rican Experimental Bilingual High Schools. Literatura inglesa secundaria educación bilingüe formación del profesorado profesores de inglés Araya Araya, Karla Campos Rosales, Priscila González Mora, Erika Marín Madrigal, Gerardina Rojas Suárez, Kattia Sanchez Alvarado, Catalina Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training
description	This article presents the most relevant results found in the “Licenciatura” graduation research project for the BA in Teaching English offered by the University of Costa Rica, Campus Occidente. The work, entitled “Strengths and Weaknesses in Teaching English Literature in Experimental Bilingual High Schools of the Western Educational Region of Costa Rica: A Study from the Teachers’ Perspectives”, was conducted in 2012 and 2013. 36 EFL teachers participated. This paper presents results on the strengths and weaknesses of teachers’ academic and professional training in light of the implementation of the English literature syllabus of the Costa Rican Ministry of Public Education (known by the acronym MEP in Spanish). Qualitative and quantitative methodologies were used. Interviews were conducted with participants and English advisors and an online survey was also used. Results show that most EFL teachers do not feel trained to deal with the English literature syllabus because teaching literature is not their major, but the MEP has assumed that mastering the language is sufficient for an English teacher to teach literature. Most teachers reject this presupposition as they think that the MEP’S English literature syllabus focuses on literary content rather than using literature to teach and learn English. Teachers assert that there is a discrepancy between their academic training and what the MEP expects them to do.
format	info:eu-repo/semantics/article
author	Araya Araya, Karla Campos Rosales, Priscila González Mora, Erika Marín Madrigal, Gerardina Rojas Suárez, Kattia Sanchez Alvarado, Catalina
author_facet	Araya Araya, Karla Campos Rosales, Priscila González Mora, Erika Marín Madrigal, Gerardina Rojas Suárez, Kattia Sanchez Alvarado, Catalina
author_sort	Araya Araya, Karla
title	Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training
title_short	Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training
title_full	Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training
title_fullStr	Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training
title_full_unstemmed	Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training
title_sort	teaching english literature in costa rican experimental bilingual high schools: efl teachers’ academic training
publisher	REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate	2017
url	https://redie.uabc.mx/index.php/redie/article/view/863
_version_	1792610787465887744
spelling	repositorioinstitucional-20.500.12930-61932023-05-09T15:05:17Z Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training Enseñanza de la Literatura Inglesa en liceos experimentales bilingües costarricenses: la formación docente Araya Araya, Karla Campos Rosales, Priscila González Mora, Erika Marín Madrigal, Gerardina Rojas Suárez, Kattia Sanchez Alvarado, Catalina Literature teaching English Literature Syllabus Costa Rican Experimental Bilingual High Schools. Literatura inglesa secundaria educación bilingüe formación del profesorado profesores de inglés This article presents the most relevant results found in the “Licenciatura” graduation research project for the BA in Teaching English offered by the University of Costa Rica, Campus Occidente. The work, entitled “Strengths and Weaknesses in Teaching English Literature in Experimental Bilingual High Schools of the Western Educational Region of Costa Rica: A Study from the Teachers’ Perspectives”, was conducted in 2012 and 2013. 36 EFL teachers participated. This paper presents results on the strengths and weaknesses of teachers’ academic and professional training in light of the implementation of the English literature syllabus of the Costa Rican Ministry of Public Education (known by the acronym MEP in Spanish). Qualitative and quantitative methodologies were used. Interviews were conducted with participants and English advisors and an online survey was also used. Results show that most EFL teachers do not feel trained to deal with the English literature syllabus because teaching literature is not their major, but the MEP has assumed that mastering the language is sufficient for an English teacher to teach literature. Most teachers reject this presupposition as they think that the MEP’S English literature syllabus focuses on literary content rather than using literature to teach and learn English. Teachers assert that there is a discrepancy between their academic training and what the MEP expects them to do. Este artículo presenta los resultados más importantes derivados del Trabajo Final de Graduación de licenciatura en la enseñanza del inglés de la Universidad de Costa Rica, sede de Occidente, realizado en el período 2012-2013, titulado “Fortalezas y debilidades de la enseñanza de la literatura inglesa en los Liceos Experimentales Bilingües (LEB) de la región educativa del Occidente de Costa Rica: un estudio desde la Perspectiva Docente”, que aborda las fortalezas y debilidades encontradas en el área de la formación docente del profesorado. La metodología utilizada fue mixta; se aplicaron entrevistas y un cuestionario en línea a 36 docentes de inglés y una supervisora educativa. Los resultados demuestran que la mayoría del profesorado no se siente capacitado para enseñar literatura inglesa porque no es esa su disciplina. En este sentido, la principal falacia creada por las autoridades gubernamentales es que el buen dominio del inglés presupone la capacidad y el conocimiento para enseñar literatura inglesa; algo que el profesorado desmiente, afirmando que la propuesta no se enfoca en la enseñanza-aprendizaje del inglés, sino en la enseñanza de la literatura. En consecuencia, el grupo docente considera que hay un vacío importante entre la formación profesional recibida y lo que el MEP espera que ellos hagan. 2017-08-09 2021-06-03T03:07:24Z 2021-06-03T03:07:24Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/863 10.24320/redie.2017.19.3.863 https://hdl.handle.net/20.500.12930/6193 eng https://redie.uabc.mx/index.php/redie/article/view/863/1554 https://redie.uabc.mx/index.php/redie/article/view/863/1567 https://redie.uabc.mx/index.php/redie/article/view/863/1940 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 19 No. 3 (2017); 126 - 142 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 3 (2017); 126 - 142 1607-4041

Teaching English Literature in Costa Rican Experimental Bilingual High Schools: EFL Teachers’ Academic Training

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