<?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>S2215-24582024000100327</article-id>
<article-id pub-id-type="doi">10.15517/isucr.v25i51.54709</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Andragogical principles and adult learners in the teaching of english for specific purposes (ESP)]]></article-title>
<article-title xml:lang=""><![CDATA[Principios andragógicos y aprendices adultos en la enseñanza del inglés con propósitos específicos (ipe)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Blanco Navarro]]></surname>
<given-names><![CDATA[Randall Esteban]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Navarro Godínez]]></surname>
<given-names><![CDATA[Manuel Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquivel Ibarra]]></surname>
<given-names><![CDATA[Milady Liseth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[Golfito ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San Isidro del General, Pérez Zeledón ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>25</volume>
<numero>51</numero>
<fpage>327</fpage>
<lpage>356</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-24582024000100327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-24582024000100327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-24582024000100327&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Certain particularities should be considered for the teachers of English for Specific Purposes (ESP) when they instruct adult learnes is in light of adult learning theories that ESP practitioners could strategically devise lessons for adult learners. Through the years, English language teachers of diverse students may have disregarded the age factor. Minors and adults internalize knowledge and develop language skills at different paces regardless of similar teaching conditions. This bibliographic review aims at discussing andragogical principles and ways of approaching and tailoring adult English language learners during the instructional or curriculum design in ESP contexts. A brief comparison of pedagogy and andragogy yields some insightful differences between teaching minors and instructing adults. It is commendable for ESP practitioners to consider that adult learners respond differently to academic endeavors and require curricular accommodations to effectively learn this target language. Thus, devising lesson plans and classroom instruction for adult language learners compel scrutiny of some andragogy principles, and this paper summarized some of the latest research findings to tackle English language instruction for this population.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo se enfoca en algunas particularidades que docentes de inglés con Propósitos Específicos (IPE) debería considerar mientras instruyen estudiantes adultos. Las personas docentes de IPE pueden estratégicamente diseñar lecciones para discentes adultos a la luz de teorías de aprendizaje en adultos. A través de los años, las personas docentes de inglés que atienden diversos estudiantes podrían haber ignorado el factor de la edad. Personas menores de edad y adultos internalizan el conocimiento y desarrollan habilidades lingüísticas a ritmos distintos a pesar de condiciones de enseñanza similares. Esta revisión bibliográfica tiene como objetivo discutir principios andragógicos y maneras de abordar y adaptar a estudiantes del inglés adultos durante el diseño instruccional o curricular en contextos IPE. Una breve comparación entre la pedagogía y la andragogía arroja algunas diferencias perspicaces entre enseñar a menores e instruir a adultos. Es recomendable que las personas docentes de inglés para propósitos específicos consideren que el alumnado adulto responde diferente a los esfuerzos académicos y requieren adecuaciones para aprender este lenguaje meta efectivamente. Así pues, tanto la elaboración del plan de lección como la instrucción para el alumnado adulto requieren de un escrutinio cuidadoso de los principios andragógicos y los más recientes resultados de investigaciones resumidos en este artículo para abordar la instrucción del inglés para esta población.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[English for Specific Purposes]]></kwd>
<kwd lng="en"><![CDATA[Andragogy]]></kwd>
<kwd lng="en"><![CDATA[adult learner]]></kwd>
<kwd lng="en"><![CDATA[English language teaching]]></kwd>
<kwd lng="en"><![CDATA[instructional design]]></kwd>
<kwd lng="en"><![CDATA[ADDIE model]]></kwd>
<kwd lng="en"><![CDATA[experiential learning]]></kwd>
<kwd lng="en"><![CDATA[self-directed learning]]></kwd>
<kwd lng="es"><![CDATA[Inglés con Propósitos Específicos]]></kwd>
<kwd lng="es"><![CDATA[Andragogía]]></kwd>
<kwd lng="es"><![CDATA[aprendiz adulto]]></kwd>
<kwd lng="es"><![CDATA[enseñanza del inglés]]></kwd>
<kwd lng="es"><![CDATA[diseño instruccional]]></kwd>
<kwd lng="es"><![CDATA[modelo ABBIE]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje experiencial]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje auto direccionado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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