<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-2458</journal-id>
<journal-title><![CDATA[InterSedes]]></journal-title>
<abbrev-journal-title><![CDATA[InterSedes]]></abbrev-journal-title>
<issn>2215-2458</issn>
<publisher>
<publisher-name><![CDATA[Sedes Regionales]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-24582021000200049</article-id>
<article-id pub-id-type="doi">10.15517/isucr.v22i46.47819</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The virtual experience of the course Drama for English as second language at the Sede del Pacífico of the Universidad de Costa Rica]]></article-title>
<article-title xml:lang="es"><![CDATA[La Experiencia virtual del curso Drama para Inglés como segunda lengua en la Sede del Pacífico de la Universidad de Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jonathan]]></surname>
<given-names><![CDATA[Salas-Alvarado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica Sede del Pacífico ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>46</numero>
<fpage>49</fpage>
<lpage>83</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-24582021000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-24582021000200049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-24582021000200049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article systematizes the experience lived by the teacher and the students of the course Drama for English as Second Language during the first semester of 2020. This semester was particularly marked by the beginning of the COVID-19 pandemic. The arti-cle provides definitions of terms used during the course but most importantly it deals with the adaptation process the teacher went through to adjust the contents, activities, and in-struction of this course to a new virtual reality that had never been experienced by any of the participants (including the teacher). An important part of the course is to approach the participants (11 English Teaching senior students) to different drama and theater techniques that can be used in the English classroom. So, the article also mentions the activities that were implemented, the way they were developed and it offers the perception of the partici-pants about the course itself, the job done by the teaching when adapting the contents, and their criteria regarding the activities presented so that they, as future teachers, can talk about the teaching potential those activities have.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo sistematiza la experiencia vivida por el docente y los alumnos del curso Drama para Inglés como Segunda Lengua durante el primer semestre de 2020. Este se-mestre estuvo particularmente marcado por el inicio de la pandemia COVID-19. El artículo proporciona definiciones de términos utilizados durante el curso, pero lo más importante es el proceso de adaptación por el que pasó el docente para ajustar los contenidos, actividades e instrucción de este curso a una nueva realidad virtual que nunca había experimentado ninguno de los participantes (incluido el profesor). Una parte importante del curso es acer-car a los participantes (11 estudiantes de último año de la carrera de Enseñanza del Inglés) a diferentes técnicas de drama y teatro que se pueden utilizar en el aula de inglés. Por otra parte, el artículo también menciona las actividades que se implementaron, la forma en que se desarrollaron y ofrece la percepción de los participantes sobre el curso en sí, el trabajo que realiza el docente a la hora de adecuar los contenidos y sus criterios respecto a las actividades presentadas para que, como futuros profesores, pueden hablar sobre el potencial didáctico que tienen estas actividades.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Drama]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
<kwd lng="en"><![CDATA[Virtual education]]></kwd>
<kwd lng="en"><![CDATA[English]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="es"><![CDATA[Drama]]></kwd>
<kwd lng="es"><![CDATA[Pandemia]]></kwd>
<kwd lng="es"><![CDATA[Educación virtual]]></kwd>
<kwd lng="es"><![CDATA[Inglés]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
</kwd-group>
</article-meta>
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