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Hutchinson and Waters prompted the origins of English for Specific Purposes.

The first boost of ESP came from the register analysis of scientific and technical writing.

The decades of the 70s and 80s were of controversy for ESP teaching.

Focusing on one skill was considered as limiting.

During the last twenty years the ESP field has increased dramatically.

The decades of the 1990s and 2000s have seen a rapid increase in research and have continued the expansion on major ESP topics.

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New methodologies for teaching English as a foreign language were proposed.

The use of the communicative approach was also promoted; new study programs were designed; and a series of seminars was held with the purpose of updating the work of the instructors, teachers, and advisors of the different educational regions of the country. The English programs were written in that language.

In 1990, Centro de Recursos was founded.

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It was the decade of globalization.

The new socio-economic demanded a more qualified workforce, with technological, computational and English language skills. For this reason, Costa Rican education was in charge of fulfilling the requirements indicated by the large employer companies. Otherwise, the country would succumb to the demands established by the new economic system.

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New English programs were designed in 1972. The new curricular approach contained objectives to contribute to the development of the learner and offer him the opportunity to acquire new knowledge, attitudes and skills in the expression and communication.

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A very important phenomenon occurs, and this was the entry of foreign capital, mainly from the United States.

Another significant detail that also happens in this decade was that Costa Rica is part of the Central American Common Market, boosting the industrial development of our country, the expansion of banana production in the Atlantic area, and the opening of many schools due to the population increasing in the fifties and sixties.

On May, 1965, Instituto Nacional de Aprendizaje (INA) was founded.

During the 60s, 18 hours of English teaching were developed per month.

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In the fifties, there were several important events for English teaching in Costa Rica. The most outstanding event is the beginning of a curriculum for the training of English teachers. In this way, after 1958, the University of Costa Rica wasin charge of the project.

There is link between between Costa Rica and USA's relation, giving utmost importance to the teaching of English.

By 1955, a second UNESCO Technical Mission arrived in the country. The experts participated in the elaboration of proposals to modernize the programs of the secondary education, specifically in the instruction of mathematics and science. At the same time, the University of Costa Rica initiated the Department of General Studies of the Faculty of Sciences and Letters, and also the Faculty of Education. In this way, the teaching of English becomes more important.

In 1958, the Office of English Counseling in the Ministry of Public Education is created. This is an evidence of how programs and methodologies for teaching this language began to be established in a more systematic way.

The use of textbooks was promoted with the purpose of unifying the teaching of English throughout the country.

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During this decade, an exchange takes place between Costa Rican and American educators.

There is an interest in studying the foreign language abroad, so they left the country with that intention.

In 1941 a study center was opened, and this was called the Inter-American Summer University. The primary interest of this educational institution was to attract tourists who came for a few weeks to learn Spanish in our country.

ON MAY 15th, 1944, the obligatory nature of teaching of English in the Costa Rica's schools was enacted.

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In 1931, with the purpose of solving the "shortage" of English teachers, a cultural exchange began between Costa Rican English professors and professors from the United States. The exchange was called "International Friendship League."

During the 30s, private commercial schools appeared. Some of them were located in the province of Limón and others in the capital of the country.

English was taught and one, in particular, as reported, had its own textbook.

It was used in English classes. That is the case of the Manuel Aragón School of Commerce that used English for Beginners, a book brought directly by the School of the United States.

These private institutions offered technical training, which allowed their graduates to work in those areas that the country was demanding at that time, such as typing, shorthand in Spanish and English, accounting, and bookkeeping.

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One of the most remarkable aspects of this decade was that of facing a difficult time hiring English teachers.

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During the years 1914-1915, educational reforms were  proposed by Mr. Luis Felipe González Flores. During this time, the WWI began. It was fact that undoubtedly resulted in negative outcomes in matters of Costa Rica's economy.

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Most English teacher of that time came from USA, and were contemplated as privileged.

They had to work only four hours per day, and they were granted with food and a roof where to live.

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English as a foreign language was being introduced to Costa Rica.

English teaching as a foreign language was officialized on 1901