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1. Bach. Meylin Retana Hernández
Bach. Emmanuel Vindas Jiménez
Licentiate Degree
September, 2011

2. Introduction
Justification
“To offer students a second language which can enable them
to communicate within a broader social-economic context in
and outside Costa Rica” (M.E.P. 2)
Problem
Why students in the public academic system, after having
spent eleven years of learning English as a foreign language
are not as competent as students from Experimental
Bilingual High schools?

3. Objectives
General objective:

To analyze the characteristics that makes experimental
bilingual high schools more successful than academic high
schools in teaching English.

4. SPECIFIC OBJECTIVES:

To analyze the differences between teachers in academic high schools
and an experimental bilingual high school at teaching English as a
foreign language in order to propose the necessary improvements.

To explain the methodology used by an academic high school and an
experimental bilingual high school in teaching English as a foreign
language to propose reforms in methodology.

To recognize the level of motivation of the students in each institution
and their influence in language acquisition.

5. 
To describe the evaluation used in an academic high school
and an experimental bilingual high school in teaching
English as a foreign language with the aim of suggesting
best practices in evaluation.

To determine how the support that each institution receives
impacts the teaching of English as a foreign language.

To identify the level of English of the students from both
types of institution as a determining factor to establish their
level of success in teaching English.

6. 
Type of investigation: Descriptive

Population and sample:
 Students observed from 7th and 10th levels
 Test = 20 students from each institution
 Survey= 20 students from each institution
 Survey and observation: 3 teachers from the
experimental bilingual high school
 Survey and observation: 2 teachers from the
academic high school

7. 
Attainments

Limitations

8. LICEO EXPERIMENTAL BILINGÜE TURRIALBA
(L.E.B.T.)

Location: campus of the Universidad de Costa Rica
(UCR), Atlantic branch in Turrialba.

10 lessons per week of English (oral and written) in
levels tenth and eleventh.

12 lessons per week of English (5 oral,
5 written and 2 of literature) in levels
seventh, eighth, and ninth.

English classes have no more than 15 students.

9. DR. CLODOMIRO PICADO T.
HIGH SCHOOL (I.E.T.)

Located in the central district of Turrialba county.

3 lessons per week.

Groups have from 30 to 35 students.

10. THEORETICAL FRAMEWORK

History

The learner

The teacher

Motivation

Approaches and methods. (Communicative
and Multiple Intelligences Approaches)

11. 
Evaluation

Language skills (importance of
integrating them)

Materials

12. INSTRUMENTS

Students´ Survey

Teacher´s Survey

Observations

Test administered to students

13. VARIABLES
•
LEVEL OF ENGLISH OF THE TEACHER
•
MOTIVATION
•
METHODOLOGY
•
EVALUATION
•
SUPPORT
•
LEVEL OF ENGLISH OF STUDENTS

14. 1.LEVEL OF ENGLISH OF THE TEACHER

Experimental bilingual high school:
 C1 in T.O.E.I.C.
 Licenciate degree.

Academic high school:
 C1 in T.O.E.I.C.
 One teacher did not provide this information.
 Academic level.

15. RECOMMENDATIONS

University degree.

High level of English certified by a reliable test like T.O.E.I.C.
or T.O.E.F.L.

16. 2.MOTIVATION

17. I CONSIDER THAT THE ENGLISH I LEARN
IN HIGH SCHOOL WILL HELP ME IN MY
FUTURE AS A PROFESSIONAL
L.E.B.T.
I.E.T.
0%
5%
20%
15%
Strongly Agree
50%
45%
Agree
Disagree
Strongly Disagree
30%
35%

18. I FEEL MOTIVATED IN MY ENGLISH CLASS
L.E.B.T.
I.E.T.
0%
10%
5%
25%
Strongly Agree
25%
Agree
40%
Disagree
65%
Strongly Disagree
30%

19. ACTIVITIES IN CLASS ARE DYNAMIC AND
ATTRACTIVE
L.E.B.T.
I.E.T.
0%
5%
5%
15%
20%
Strongly Agree
Agree
45%
Disagree
Strongly Disagree
50%
60%

20. Recomendations

To implement more engaging activities.

Reinforce the importance of English

21. 3.METHODOLOGY

L.E.B.T.: Teachers use the Communicative
and Multiple Intelligences Approaches.

Dr. Clodomiro Picado T.: Teachers do not
use any of the approaches suggested by
M.E.P.

22. 
L.E.B.T.: small groups + 80-minute lessons=
personalized attention.

Dr. Clodomiro Picado T.: 80 and 40-minute
lessons = not profitable.

23. Recommendations

Motivate students using attractive
activities such as
games, songs, videos, movies, and
others.

Peer observations and sharing of best
practices.

Use of approaches suggested by M.E.P.

24. 4. Evaluation

L.E.B.T.: assess the four language skills.

Dr. Clodomiro Picado T.: assess reading
and writing.

25. Recommendation

Proctor Listening and oral tests.

Certify the students’ level of English.

26. 5. Support

L.E.B.T.: receive support from
institution, government, and parents.

Dr. Clodomiro Picado T.: limited support.
Parents.

27. I HAVE ACCESS TO MATERIALS SUCH AS:
(L.E.B.T)
3.5
3
2.5
2
1.5
1
0.5
0
Video
Music
Flashcards
Songs
Photocopies
Costumes
Boardgames
I HAVE ACCESS TO MATERIALS SUCH AS: (I.E.T)
2.5
2
1.5
1
0.5
0
Video
Music
Flashcards
Songs
Photocopies
Costumes
Boardgames

28. Recommendation

Make appropriate use of the resources
they have.

Parents need to be aware of the
importance of materials in the learning
process.

29. 6. STUDENTS’ LEVEL OF
ENGLISH

30. I UNDERSTAND MY TEACHER AND OTHERS WHEN THEY
SPEAK ENGLISH.
L.E.B.T.
I.E.T.
0%
5%
15%
15%
30%
Strongly Agree
Agree
Disagree
20%
Strongly Disagree
65%
50%

31. I AM ABLE TO COMMUNICATE WITH
ENGLISH NATIVE SPEAKERS
I.E.T.
L.E.B.T.
0%
15%
0%
20%
20%
25%
Strongly Agree
Agree
Disagree
Strongly Disagree
65%
55%

32. I AM ABLE TO EXPRESS MYSELF IN
ENGLISH ORALLY
L.E.B.T.
I.E.T.
0%
5%
15%
10%
25%
Strongly Agree
Agree
25%
Disagree
Strongly Disagree
70%
50%

33. TEST ADMINISTERED TO STUDENTS
I.E.T.
L.E.B.T.
88.95
93
90.25
73.44
51.75
47
38.94
20.17
Reading %
Writing %
Listening %
Speaking%
Reading %
Writing %
Listening %
Speaking%

34. PROPOSAL

Participation of different actors in the learning process.

Changes in the methodology of the teaching and
learning process.

International certification to determine the level of
English of the student.

To decrease the gap between students from public
academic high schools and students from private and
bilingual high schools