Teaching English as a Foreign Language in Costa Rica

Abstract

T HE renewed interest in foreign languages brought about by World War II is reflected in certain aspects of Inter-American relationships. While Americans have been interested in teaching and learning foreign languages, we seemingly have been neglectful of the possibilities in the field of teaching our own language elsewhere. Many Latin-American countries have courageously attempted to overcome the language barrier and have made commendable efforts and progress. In doing so, however, they have had to contend with serious difficulties in the matter of teaching materials and trained personnel. One of the attempts to overcome this handicap undertaken by the United States and the countries to the south is the establishment of exchange scholarships and professorships. Fortunately, these activities have been expanded to such an extent that they are no longer limited to such a narrow channel of exchange. Special project representatives are being sent into the field by the Coordinator's Office in response to a demand from Latin America. Among these projects is one whose purpose is to intensify interest in, and assist in the teaching of, English. One such project was arranged for Costa Rica. Mr. Tinoco Castro, the Minister of Education, was interested in establishing an Institute of Modern Languages in the National University and in improving the English-teaching program in the nation. The present writer was sent to San Jos6 to assist the Minister in this challenging work. The Institute was established with a two-fold purpose. The immediate objective was to increase the facilities for the study of English in response to a strong demand which could not be met with the limited local personnel. As a result, American methods of teaching would be displayed for inspection by those teaching the language. The second and long-range goal was to establish in Costa Rica an international summer school of languages where students from all the Americas could meet and exchange cultures as well as languages. At present, French and English are being taught in the Institute and Spanish and Latin by the regular University faculty. Teachers in general and language teachers especially will be interested in the Costa Rican program of teaching English as a foreign language and it is with this purpose in mind that the writer describes in these pages the activities that are carried on. For the sake of clarity, a brief statement of the organization of the public schools will be helpful. The public schools of Costa Rica are organized on the 6-5 plan, i.e., six