In this paper, we discuss the dominant discourses that use monetary and careerbased reasons to justify the learning and teaching of English in Costa Rica by drawing parallels to similar phenomena taking place in Japan, Korea, Canada, and Colombia. We argue that the propagation of these discourses has resulted in the commodification of EFL teaching and learning in Costa Rica, as programs are designed to meet narrow material-based interests and purposes. The reflection includes an analysis of publicity around EFL learning, a national initiative to improve EFL teaching/learning, a specific EFL program in a public Costa Rican university, and the opinions of students from this program. We demonstrate how the construction of English as the means by which professionalism, economic growth, and wealth can be accomplished has shaped EFL curricula in particular ways, thereby neglecting diverse motivations for EFL learning. We finish the paper by advocating for the creation of more democratic spaces in EFL classrooms where both teachers and learners can critique in constructive ways the impact that these dominant discourses have on themselves as individuals and on EFL curricular at large.

中文翻译：

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瓜加拉瓜语言学校计划经济学和职业经济学专业：问题与专业

在本文中，我们通过与日本，韩国，加拿大和哥伦比亚发生的类似现象相提并论，讨论了占主导地位的论述，这些论述利用金钱和基于职业的理由来证明哥斯达黎加的英语学习和教学合理。我们认为，这些课程的传播已导致哥斯达黎加EFL教学的商品化，因为课程旨在满足基于物质的狭interests兴趣和目的。反映包括对围绕EFL学习进行的宣传分析，一项改进EFL教学/学习的国家计划，哥斯达黎加公立大学的特定EFL计划以及该计划中学生的意见。我们展示了如何将英语建设为专业，经济增长，可以成就的财富以特殊的方式塑造了EFL课程，从而忽视了EFL学习的多种动机。在本文的最后，我们主张在EFL教室中创建更多民主的空间，在该空间中，教师和学习者都可以以建设性的方式批评这些占主导地位的话语对他们自己以及整个EFL课程的影响。