Costa Rica: School and Family provides students with four distinct, yet related experiences:

1)    Observation and participation in Costa Rican elementary and secondary schools
as well as opportunities to teach introductory English to community members 

2)    A home-stay with a Costa Rican family

3)    Cultural and ecological explorations in and around Heredia and visits to the
ocean and the tropical rain forest.

4) Immersion in Spanish language within the school and family settings

This course will begin in January prior to travel to Costa Rica, with email discussions about the culture of Cost Rica as well as preparation for English language instruction. This will be followed by two additional evening seminars during the semester prior to departure, and additional email discussion during June and July. Due to the fact the schools in Costa Rica are not in session during January, the travel portion of the course will be at the end of August. Participating students will enroll, complete the seminars and participate in the e-mail discussion, in January, and receive an incomplete until the coursework is finished in August.

 During the two-week stay in a small village of Carrillos, students are placed in schools where they have opportunities to observe, assist and teach children.  Educational programs in Costa Rica will be very different from what the Gustavus students have experienced in the United States. By participating in the schools and meeting with school personnel, students have a chance to compare the experience in Costa Rica to schools the United States. Opportunities to provide rudimentary English language instruction within the community will enable students to connect with the community and their beliefs and goals for their children’s education, and immersion in the Spanish language culture will strengthen their language skills.

All placements are made by our on-site partner, the Insituto de Cultura y Lengua Costarricense (ICLC). This language school has years of experience working with students from other countries who are visiting and learning in Costa Rica. All home stays and school placements are carefully selected to provide support as well as a positive learning experience for students. You can visit the website for ICLC at www.iclc.ws for further information.

Course/learning objectives:

 General Objectives:

 To engage students in a school experience other than an U.S. school in order to
generate an understanding of the similarities and differences between the two
systems.

To develop an awareness of the impact of culture on teaching and learning.

  To hone Spanish language skills

Specific course objectives:

 Students will:

     • reflect on their understanding of Costa Rican family life after living with a               family for two weeks

• prepare and teach English lessons to students in Costa Rica’s schools

• describe their reaction to some aspect of the language, culture and history of
Costa Rica

• compare the Costa Rican system of education to the American system,                       using readings and experiences to support their conclusions

Schools in Costa Rica are dealing with many of the same issues that face educators in our country as we embrace the increasing diversity found in U.S. schools. Many of these issues are relevant to various reforms being considered and implemented in U.S. schools.  This course is designed to acquaint students with the educational system in Costa Rica and provide them with an experience in a Costa Rican school.  The school placement provides students with valuable clinical experience in their teacher education program, and the readings and discussions enable the students to make pedagogical comparisons with U.S. schools.

In addition, students will experience the family life and culture of Costa Rica.  For two weeks the students will live with a local family while the are participating in a primary or secondary school in or near Carrillos. Students will extend their knowledge of the culture and history of the country by exploring geographical diverse regions such as the ocean and tropical rain forest. Conversing in Spanish with their families and teachers and providing English classes to the community will further expand students’ learning as they experience the culture and social interactions of Costa Rica first hand.

Purpose for the course:

 Schools in Costa Rica are dealing with many of the same issues that face educators in our country as we embrace the increasing diversity found in U.S. schools. Many of these issues are relevant to various reforms being considered and implemented in U.S. schools.  This course is designed to acquaint students with the educational system in Costa Rica and provide them with an experience in a Costa Rican school.  The school placement provides students with valuable clinical experience in their teacher education program, and the readings and discussions enable the students to make pedagogical comparisons with U.S. schools. Home-stays also provide opportunities for students to hone their Spanish language skills. This course may be substituted for EDU 268:Career Orientation to Teaching.

 For two weeks the students will live with a local family while the are participating in a primary or secondary school in or near Carrillos. Students will extend their knowledge of the culture and history of the country by exploring geographical diverse regions such as the ocean and tropical rain forest. Connecting with families through the home stays and the teaching of English classes to the community will further expand students’ learning as they experience the culture and social interactions first hand.

Texts and Readings:

 Students will be provided with Internet materials relating to the current issues facing Costa Rica that will encompass educational concerns as well as governmental issues.  These readings and other text materials will be selected by the instructors to provide background on the country, the educational system, as well as basic skills necessary to engage community members in introductory English lessons. In addition, Spanish language materials will be provided to support communication with families and teachers.

Learner Expectations:

 Students participating in the Costa Rica: School and Family will:

            • read selected articles and resource materials

            • observe/participate in Costa Rican schools        

            • participate in discussions at the school site and in seminars

• reflect in journal entries on their understanding family life in Costa Rica
based on their daily experiences living with a family

• describe their reaction to some aspect of the language, culture and history of
Costa Rica in their journal

           • write a final paper comparing the Costa Rican system of education to the
American system, using readings and experiences to support their
conclusions; and identify how this experience will support their work
with students and diverse populations in the future.

 Participation requirements:

 1. Attendance/participation:  During January and the spring term, students will participate in email discussions and two class sessions to develop and understanding of the culture and the expectations. During the two weeks of school placement, students are required to observe the same schedule as their cooperating teacher in the schools (7-8 hours per day).  Attendance is also required at all scheduled seminars and group tours.

2. Participation in group discussions: Students are required to be active participants in their school placements which will include assisting the cooperating teacher and other school personnel as identified by these individuals; working with individual children/adolescents, small groups, and whole classes in the schools; and participating in other aspects of the total school program.  In the seminar discussions students are expected to make contributions based on their personal background, assigned readings, and their experiences in the Costa Rican schools. 

3. Readings: Completion of readings is required for seminar discussions, for discussions with the Costa Rican school personnel and for completion of written summary paper. 

4. Teaching: Students will participate in team-teaching introductory English lessons to community members/students.

5. Writing:

a) Students are required to complete daily journal entries while participating in the schools and living with a Costa Rican family

b) A summary paper of the student’s impressions of the Costa Rican schools, family, language and culture as compared to the U.S. will be completed. This paper should provide specific examples from the experience and readings to support the student’s views of the two countries, and should be approximately 3 - 5 typed pages (see above).

 Written assignments:

The writing assignments include a daily journal and a summary paper.

 Journal:

Your journal should be an account of your observations and reflections.  You are asked to record your thoughts rather than listing the day’s activities.  This should not just be a diary, but must include reflections on what you have observed during that particular day.  Inevitable comparisons between the U.S. and the schools and lifestyles of Costa Rica can be recorded here. Your journal will also be a valuable resource for you as you write your final summary paper.

Summary  paper:

 The final paper should summarize your impressions of the school, family, language and culture of Costa Rica.  Personal observations and reflections about theses four areas may be included, but connections between what was read and experienced must be referenced as well. In addition, the paper must contain a comparison of the educational system of Costa Rica and U.S. schools. This paper should provide specific examples from the experience and readings to support the student’s views of the two countries, and should be approximately 3 - 5 typed pages.  You are free to choose whatever format suits you.

Evaluation:

 Grading will be Pass/Fail.  In order for you to receive a Pass for the course, the following requirements must be met: 

1. Participate in January email discussions and spring term sessions. 

2. During the two weeks of school placement, students are required to observe the same schedule as their cooperating teacher in the schools (7-8 hours per day).  Attendance is also required at all scheduled seminars and group tours.

3. Students are required to be active participants in their school placements which will include assisting the cooperating teacher and other school personnel as identified by these individuals; working with individual children/adolescents, small groups, and whole classes in the schools; and participating in other aspects of the total school program.  Use of the Spanish language, at the appropriate skill level, will be required. In the seminar discussions, students are expected to make contributions based on their personal background, assigned readings, and their experiences in the Costa Rican schools and home-stays.

 4. Completion of readings is required for seminar discussions, for discussions with the Costa Rican school personnel and for completion of written summary paper.

 5. Writing:

a) Students are required to complete daily journal entries of substance while
participating in the schools and living with an Costa Rican family

b) The summary paper will be completed and will reflect appropriate depth of
thinking and good use of organization and the mechanics of writing .