ESP Timeline

ESP Internationally

According to Ann M. Johns, there are four stages in which the history of ESP can be divided. These will serve as a guide for the following timeline.

This is a double timeline in which the history of esp in costa rica will be contRasted with the stages of the evolution of esp internationally.

Let's start...

ESP in Costa Rica

karina badilla JORGE CHAVARRIA viviana fallas MARIA SALAZAR

BEFORE GOING TO THE TIMELINE, WHAT IS ESP?

ESP Internationally: The Early Years

1962-1981

"From Text-based Counts to “Rhetorical Devices”

1970

1980

1960

1960

70s - 80s

• During 1885 and 1890, as presented by Alfaro, the establishment of the educational reform in the country ocurred, and English and French were introduced in the official curriculum plans of the country.

60s - 80s

ESP in Costa Rica

1970PLAN NACIONAL DE DESARROLLO EDUCATIVO

ESP Internationally: The Recent Past and the Modern Age

1980-2000

90's - 00's

MATERIALS

Genre analysis &Rhetoric

1980

1987

Emphasis on Research

NEEDS ANALYSIS

1981

Lerarner-Centered Approach

90's - 00's

1988

1987

1994

1998

1990

1995

New Institutions

GLOBALIZATION

New Approaches to ENGLISH TEACHING

1980

1980-2000

ESP in Costa Rica

2000-Now

The Future of ESP at an International Level

Current trends in ESP

Researcher roles

Multi-modalities

Varied Methodologies and triangulation

International Authorship

Varied locales

2004

2008

2003

2009

2005

ESP in Costa Rica

Analysis

History of ESP

Academic articles such as English for Specific Purposes: Brief History and Definitions written by González (2015), The History of English for Specific Purposes Research by Johns (2012), Cronología de la enseñanza del inglés en Costa Rica durante el Siglo XX by Marín (2012), among others were consulted in order to summarize the origin, development, impact, and exercise of ESP teaching in international settings and in Costa Rica. Throughout this timeline, a brief review of main factors affecting the development of ESP in Costa Rican and in other parts of the globe were presented alongside the causes that generated the adoption of teaching practices to fulfill the needs employees were encountering due to globalization. It is important to highlight that this timeline presents date estimates; specifically, in the international setting since the history of the ESP, according to Paltridge and Starfield (2014, p.5), got better established when John Swales wrote the book "Episodes in ESP". For this reason, establishing those dates was important in order to contrast the national and international development of ESP. It can be observed that people did not need to acquire the English language itself, but rather they required to use it according to specific fields and communicative functions based on social, economic, and political circumstances. Another aspect that can be perceived is that ESP shows an ongoing process of development since it adapts to the current necessities. Therefore, ESP will continue evolving, and this progress will depend on different aspects including the necessities of the learner, new job opportunities, technological advances, or even the country where it is being developed. For instance, it can be noticed that the Costa Rican development of ESP was not at the same frequency as in international contexts; the process was slower due to factors such as the national language integration rate. To conclude, creating a timeline facilitates the understanding in a broader and clearer way of the history of ESP internationally and in Costa Rica, covering important aspects and enhancing our perspective and knowledge about the topic.

References

Alfaro, M. A. R. (n.d). Cuando el inglés se puso de moda. Universidad Estatal a Distancia, Costa Rica. https://www.uned.ac.cr/extension/act/cursos-en-linea/95-extension-en-accion/historiando-costa-rica/977- cuando-el-ingles-se-puso-de-moda Campos, L. D. S. (n.d.). Reseña Histórica. Escuela de Literatura y Ciencias del Lenguaje. Retrieved May 19, 2021, from http://www.literatura.una.ac.cr/resena-historica-maestria-linguistica García, M. (1998-1999). The development of ESP: Language description and its influence on pedagogical materials. Revista de Lenguas para Fines Específicos, 5 & 6. pp. 205-228. Córdoba Cubillo, P., & Navas Brenes, C. A. (2011). Using task-based instruction in an ESP course in the Computer Center at the University of Costa Rica. Actualidades Investigativas En Educación, 9(1). https://doi.org/10.15517/aie.v9i1.9378 González, C. (2015). English for Specific Purposes:Brief History and Definitions. Revista de Lenguas Modernas, 23. pp- 379-386. https://revistas.ucr.ac.cr/index.php/rlm/article/view/22359/22516 Johns, A. M. (2012). The History of English for Specific Purposes Research. In The Handbook of English for Specific Purposes (pp. 5–30). John Wiley & Sons, Ltd. https://doi.org/10.1002/9781118339855.ch1 Kenny, N., Işık-Taş, E. E., & Jian, H. (2019). English for Specific Purposes Instruction and Research: Current Practices, Challenges and Innovations (English Edition) (1st ed. 2020 ed.). Palgrave Macmillan.

References

Marín, E. (2012). Cronología de la enseñanza del inglés en Costa Rica durante el Siglo XX. Revista de Communicación, 21(1). pp.4-15. Paltridge, B., & Starfield, S. (2014). The Handbook of English for Specific Purposes. Malden: Wiley Blackwell. Quesada, A. (2013). La enseñanza y aprendizaje del idioma inglés: la investigación y su impacto en la realidad costarricense. Revista de Lenguas Modernas, 19, 394. Swales, J.M. (1998). Other Floors: Other Voices: A Textography of a Samll Universtity Building. Mahwah, NJ: Lawrence Erlbaum. Rodríguez, X. (2013). Occupational Purposes model designed for workplace language training in Costa Rica. Revista Comunicación, 15(1), 26–36. https://doi.org/10.18845/rc.v15i1.1069