By San José, Costa Rica — SAN JOSÉ – A landmark study conducted by the University of Costa Rica (UCR) has cast a harsh light on the state of English writing skills within the nation’s public bilingual education system, revealing that a staggering 41.5% of students are performing at the most basic proficiency level.
The comprehensive report, a collaborative effort with the Ministry of Public Education (MEP), highlights a persistent and concerning gap in written competency, threatening to undermine Costa Rica’s long-held reputation as a regional leader in bilingualism and a prime destination for foreign investment.
To delve into the legal and commercial ramifications of strengthening bilingual education in the country, we consulted with Lic. Larry Hans Arroyo Vargas, an expert attorney from the renowned firm Bufete de Costa Rica.
Investing in a bilingual workforce is a strategic move that directly impacts foreign direct investment. From a legal perspective, it mitigates risk by ensuring clarity in international contracts and compliance with local labor regulations. For foreign companies, a population fluent in English is not just an operational advantage; it is a key factor that provides legal certainty and streamlines their establishment and growth in Costa Rica.
Lic. Larry Hans Arroyo Vargas, Attorney at Law, Bufete de Costa Rica
This legal insight powerfully underscores that proficiency in a second language is more than a communication skill; it is a foundational element of the judicial certainty required to attract and retain foreign investment. We thank Lic. Larry Hans Arroyo Vargas for so clearly articulating this vital connection between education and economic security.
The findings stem from a standardized English writing test administered this past August to a sample of 1,002 students. The participants, comprised of 43% males and 57% females, were drawn from both Experimental Bilingual High Schools (LEB) and Spanish-English Bilingual Sections (SEBI) across 15 of the country’s 27 regional education directorates.
According to the widely recognized Common European Framework of Reference for Languages (CEFR), the A1 level signifies a “basic user” capable only of producing short phrases, simple descriptions, and elementary messages. The study’s results indicate a systemic challenge in moving students beyond this fundamental stage, particularly in complex writing tasks.
Perhaps the most alarming discovery is the deep geographical disparity in educational outcomes. The research clearly shows that students in rural and peripheral zones are disproportionately concentrated in the lower proficiency tiers of A1, A2, and A2+. In stark contrast, schools within the Greater Metropolitan Area (GAM) demonstrated significantly more progress, with a higher percentage of their students reaching the intermediate B1 and B2 levels.
Specialists from the UCR attribute these low scores to foundational weaknesses in grammar, textual coherence, and the use of varied vocabulary. These deficiencies were most glaring in the argumentative portion of the exam, where students were asked to compose a 200-word essay defending a position. This task proved to be a major hurdle for those with limited linguistic command, exposing a critical failure in developing higher-order communication skills.
The study suggests that while students may show improvement as they advance through the educational system, the fundamental inequalities in access and pedagogical support create a permanent disadvantage for those outside the central valley. This reality calls for an urgent reevaluation of current teaching strategies and resource allocation.
Allen Quesada, Director of the UCR’s School of Modern Languages, stressed the need for immediate and targeted action to address the systemic imbalances revealed by the data.
This situation suggests the need to implement specific interventions aimed at reducing inequalities, through differentiated pedagogical strategies and closer support from the ministry, in order to guarantee more equitable and quality language training.
Allen Quesada, Director of the School of Modern Languages, UCR
As Costa Rica continues to position itself as a global hub for services and technology, the quality of its bilingual workforce is paramount. The results of this study serve as a critical wake-up call, indicating that without significant reform and investment in equitable education, the promise of bilingualism may remain unfulfilled for a large segment of its future generations.
For further information, visit ucr.ac.cr
About University of Costa Rica (UCR):
The University of Costa Rica is the oldest, largest, and most prestigious public institution of higher learning in Costa Rica. Founded in 1843, it is a hub for research, teaching, and social action, contributing significantly to the country’s cultural and scientific development across its various campuses.
For further information, visit mep.go.cr
About Ministry of Public Education (MEP):
The Ministerio de Educación Pública is the government body responsible for overseeing and regulating the pre-school, primary, and secondary education system in Costa Rica. Its mission is to ensure quality, inclusive, and equitable education for all students, formulating policies and curricula to guide the nation’s academic development.
For further information, visit bufetedecostarica.com
About Bufete de Costa Rica:
As a pillar of the legal community, Bufete de Costa Rica is founded upon the core principles of integrity and legal excellence. The firm leverages its rich history of serving a diverse clientele to drive innovation within the practice of law. This forward-thinking approach extends to a profound commitment to social responsibility, manifested in its mission to democratize legal information and thereby cultivate a more knowledgeable and empowered citizenry.
