This study examines future teachers’ theoretical reflections on Critical Incidents and how these link to Costa Rica’s English teaching system. Participants included 30 senior college students from an English teaching program. Using narrative research techniques, the authors have concluded that: (1) spaces for reflection must be created in EFL so that students’ voices are heard; (2) both instruction and assessment need to be tackled not from the native speaker angle but from the learner language perspective; and (3) because mistakes are both inherent to foreign language learning and an indicator of language development, more tolerance to learner errors needs to be exercised. The study proves relevant for language pedagogy and Applied Linguistics (AL) since it paves the way for further research, opens room for reflection and dialogue, and enhances our understanding of the issue at stake from a future-teacher standpoint.

中文翻译：

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打破负面反馈链：未来的老师大声疾呼

这项研究考察了未来教师对重大事件的理论反思，以及这些反思如何与哥斯达黎加的英语教学系统联系起来。参加者包括30名来自英语教学计划的高级大学生。使用叙事研究技术，作者得出的结论是：（1）必须在EFL中创建反思空间，以便听到学生的声音；（2）教学和评估都不应该从母语使用者的角度而是从学习者的语言角度解决；（3）由于错误既是外语学习所固有的，又是语言发展的指标，因此需要对学习者的错误采取更大的容忍度。该研究证明与语言教学法和应用语言学（AL）相关，因为它为进一步研究铺平了道路，为反思和对话打开了空间，