Recursos

Dada la situación del país ante la emergencia por el COVID-19 y los cambios generados en la educación, los centros de estudio costarricenses se vieron en la necesidad de realizar ajustes a sus metodologías de enseñanza llevándolas a la modalidad virtual. Ante estas circunstancias, muchas inquietudes surgieron sobre la planificación, ejecución y evaluación de aprendizajes tanto por parte del cuerpo docente como estudiantil, y esto ocasionó que no se desarrollara una estandarización de las lecciones virtuales con una misma línea de trabajo.

La Vicerrectoría de Docencia de conformidad con lo establecido en los artículos 4 incisos a), b), f) y g), 5 incisos b), d), e) y f), 49 inciso ch), 50 incisos a), b), c), ch) y d), 184, 186, 187, 196 y 198 del Estatuto Orgánico, los artículos 3 incisos f), g), t), u), v), w), x), 14, 14 bis, 15, 16, 17, 18, 20, 37 del Reglamento de Régimen Académico Estudiantil y el Reglamento de Estudio Independiente, el Eje II Excelencia Académica, política 2.6, objetivos 2.6.1) y 2.6.2.) de las Políticas Institucionales 2021-2025, aprobadas por el Consejo Universitario en acuerdo de sesión No. 6357, artículo 6, del 5 de marzo del 2020; dispone:

This study reports evidence of cross-linguistic influence in possessive constructions in the speech of an EnglishSpanish simultaneous bilingual child between ages 2;3 and 5;6. Although in English possessives might be prenominal (‘-s), they might also be post-nominal (of possessives); the latter realization of the possessive is restricted to certain semantic contexts. In contrast, possession is always post-nominal in Spanish. Unlike the monolingual child English data and the English parental speech which revealed mostly instances of the pre-nominal possessive (only 3% in the child data), the bilingual child produced post-nominal possessives in 33% of his English possessives. Similarly, though the monolingual child Spanish data revealed no non-target-like forms, the bilingual child produced a significant number of pre-nominal possessives (e.g.’de las cabritas mamá’), which is never grammatical in Spanish. The non-target-like forms found in the bilingual child data strongly suggest evidence of influence of Spanish onto English as well as influence of English onto Spanish.

Spanish has a rich verb inflectional system with up to 53 inflectional verb forms distributed between regular and irregular verbs and in which roots are always bound, as verbs must contain markings for person, tense/aspect, and number. The acquisition of verb morphology by native speakers reportedly reflects this complexity in that children produce multiple non-target-like forms wherein tense, person, and number errors are found. This study reports all verb forms identified in the spontaneous speech by a group of 15 native Spanish-speaking children ages 3;6 to 5;6. The analysis of all 233 verb forms analyzed revealed some pronunciation errors, number agreement errors, errors in the use of clitic pronouns, and incorrect use of person and tense agreement. The majority of non-target-like forms identified consisted of regularization of verb forms wherein regular conjugation morphemes were attached to irregular verbs. A few –ar type verbs additionally showed ir-regularization of regular verbs, as children used conjugations which apply to irregular verbs with regular verbs.

This article is a systematization of experiences on the Continuing Education Program of the Western Headquarters of the University of Costa. The objective is to present the challenges and achievements of the first year of work. Five steps were used for the methodology: Departure Point, Initial Questions, Rebuilding the lived Process, Reflection, and Arrival Points. In the reflection step, it is explained why the changes occurred in terms of geographic location, project target population, program objectives, and administrative management issues. The greatest achievement of the program was to offer more courses than those established in the objectives, and its greatest challenge was to deal with the administrative management involved in opening such a program

This paper examines the connection between student self-evaluation strategies and autonomy development in the English as a Foreign Language (EFL) classroom. To this end, 18 students enrolled in a phonetics class participated in a constructivist-based action research plan. Using different autonomy-oriented instruments, students set their learning goals and self-assessment strategies to foster learner autonomy and evaluated their learning experiences at the end of the semester. The study adopted a triangulation mixed methods design, where quantitative results were used concurrently with the qualitative data. Findings suggest clear-cut connections between self-evaluation strategies and the development of learner autonomy in the context of EFL.

This study describes the substitution patterns of the trill found in naturalistic speech by 34 monolingual Spanish-speaking Costa Rican children between ages 3 and 5;6. In the 843 target-words identified, a total of six different phonetic realizations of the trill were found: a trill (2% of the time), an assibilated rhotic (45% of the time), a post alveolar affricate (9% of the time), a voiced labio-dental fricative (17% of the time), a voiced interdental fricative (9% of the time), and a lateral approximant (3% of the time). Interestingly, these phonetic realizations were not used consistently, as children relied on two or more phonetic realizations, regularly within a single session and to pronounce the same word. surfaced most likely as a result of the children’s input, whereas and, which are not part of the children’s input, as well as the other phonetic realizations, surfaced most likely as approximations of the articulatorily very complex trill.

O artigo relata a situação do crioulo limoense, uma língua minoritária derivada do inglês e do crioulo jamaicano, falada por uma parcela da população afro-costarriquenha. Por meio de um questionário aplicado a quarenta e cinco participantes, é evidenciado que, embora exista uma demanda externa que força esse grupo linguístico a usar o espanhol para o trabalho e a educação, o crioulo limonense é a língua dominante para a maioria dos afrodescendentes. Essa parcela da população expressa seu orgulho de ser afrodescendente, destacando sua gastronomia, sua música calypso e o fato de serem bilíngues como características que os identificam. Eles enfatizam a importância de manter essa língua minoritária para que possam transmiti-la às novas gerações como uma estratégia de proteção identitária e preservação da sua cultura e tradições.