Menu: Home :: go to Journal :: switch to Russian :: switch to English
You are here: all Journals and Issues→ Journal→ Issue→ Article

Interdepartmental interaction in an agrarian university as a basis for the development of a professional foreign language course based on the model of content and language integrated learning

Annotation

One of the new approaches to foreign language teaching for professional communication in non-linguistic universities, including agrarian ones, is content and language integrated learning. In contrast to a foreign language for special purposes, an integrated approach aims to develop a foreign language communicative competence and professional competence of students within one course. In this case, the discipline “Foreign Language for Professional Communication” is aimed at intra-profile specialization. However, the main difficulty in developing an integrated course arises in determining the subject-thematic content of training, reflecting the future professional activities of students. A foreign language teacher, for objective reasons, is not competent to highlight this subject-thematic content of education. In this regard, interdepartmental interaction is presented as an effective and efficient solution to the current problem. In this work we: a) determine the relevance of interdepartmental interaction for the development of integrated courses; b) highlight the key differences between teaching a foreign language for special purposes and content and language integrated learning; c) illustrate interdepartmental interaction at all stages of the development of an integrated course and teaching materials. There are seven such stages in the work: 1) assessment of students’ needs; 2) defining the goals and objectives of the course; 3) definition of course topics or subject-thematic modules; 4) definition of subtopics of each subject-thematic module; 5) selection of foreign language texts of a professional orientation; 6) development of problematic tasks of foreign language speech and professional orientation; 7) course assessment.

Keywords

content and language integrated learning; professional foreign language; agrarian university; interdepartmental interaction

Full-text in one file

Download

DOI

10.20310/1810-0201-2021-26-190-69-78

UDC

378

Pages

69-78

References

1. Kapranchikova K.V. Osobennosti otbora predmetnogo soderzhaniya obucheniya inostrannomu yazyku v agrarnom vuze [Features of the selection of the subject content of teaching a foreign language in the agrarian university]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 176, pp. 46-55. DOI 10.20310/1810-0201-2018-23-176-46-55. (In Russian). 2. Marsh D. Bilingual Education and Content and Language Integrated Learning. Paris, International Association for Cross-cultural Communication, Language Teaching in the Member State of the European Union (Lingua), University of Sorbonne Publ., 1994. 3. Hutchinson T., Waters A. English for Specific Purposes. Cambridge, Cambridge University Press, 1987. 4. Sysoyev P.V. Etapy razrabotki uchebnykh materialov dlya predmetno-yazykovogo integrirovannogo obucheniya [Stages of developing educational materials for content and language integrated learning]. Vestnik Moskovskogo universiteta. Seriya 19: Lingvistika i mezhkul’turnaya kommunikatsiya – The Bulletin of Moscow University. Series 19. Linguistics and Cross-Cultural Communication, 2020, no. 3, pp. 169-178. (In Russian). 5. Tokmakova Y.V. Predmetnoye soderzhaniye obucheniya angliyskomu yazyku studentov napravleniya podgotovki «Tekhnologiya proizvodstva i pererabotki sel’skokhozyaystvennoy produktsii» [Subject content of teaching English language to students of “Technology of production and processing of agricultural products” programme]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2019, vol. 24, no. 183, pp. 35-44. DOI 10.20310/1810-0201-2019-24-183-35-44. (In Russian). 6. Kapranchikova K.V., Zavgorodnyaya E.L., Belyanskiy R.G. Razrabotka uchebnogo kursa professional'nogo inostrannogo yazyka v agrarnom vuze na osnove modeli integrirovannogo predmetno-yazykovogo obucheniya [Teaching course development of a professional foreign language in an agrarian university based on the model of content and language integrated learning]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2020, vol. 25, no. 185, pp. 83-93. DOI 10.20310/1810-0201-2020-25-185-83-93. (In Russian). 7. Sysoyev P.V. Diskussionnyye voprosy vnedreniya predmetno-yazykovogo integrirovannogo obucheniya studentov professional’nomu obshcheniyu v Rossii [Controversial issues of the introduction of content and language integrated learning approach to teaching foreign language professional communication in Russia]. Yazyk i kul’tura – Language and Culture, 2019, no. 48, pp. 349-371. (In Russian). 8. Sysoyev P.V., Amerkhanova O.O. Obucheniye pis’mennomu nauchnomu diskursu aspirantov na osnove tandem-metoda [Teaching graduate students research discourse via tandem-method]. Yazyk i kul’tura – Language and Culture, 2016, no. 36, pp. 149-169. DOI 10.17223/19996195/36/12. (In Russian). 9. Sysoyev P.V., Amerkhanova O.O. Vliyaniye tandem-metoda na ovladeniye aspirantami inoyazychnym pis’mennym nauchnym diskursom [Influence of the tandem method on mastering Post-Graduate Students in written scientific discourse]. Yazyk i kul’tura – Language and Culture, 2017, no. 40, pp. 276-288. (In Russian). 10. Zavyalov V.V. Modeli obucheniya inostrannomu yazyku dlya professional’nykh tseley studentov nelingvisticheskikh napravleniy podgotovki [Models of teaching students of non-linguistic majors a foreign language for the professional purposes]. Derzhavinskiy forum – Derzhavin Forum, 2018, vol. 2, no. 6, pp. 175-184. (In Russian). 11. Zavyalov V.V. Osobennosti otbora predmetnoy storony soderzhaniya obucheniya angliyskomu yazyku studentov napravleniya podgotovki «Yurisprudentsiya» [Selection features of the subject side of the content of English teaching to students of “Jurisprudence” programme]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 177, pp. 30-38. DOI 10.20310/1810-0201-2018-23-177-30-38. (In Russian). 12. Popova N.V., Kogan M.S., Vdovina E.K. Predmetno-yazykovoe integrirovannoe obuchenie (CLIL) kak metodologiya aktualizatsii mezhdistsiplinarnykh svyazey v tekhnicheskom vuze [Content and Language Integrated Learning (CLIL) as actualization methodology of interdisciplinary links in technical university]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 173, pp. 29-42. DOI 10.20310/1810-0201-2018-23-173-29-42. (In Russian). 13. Almazova N.I., Baranova T.A., Khalyapina L.P. Pedagogicheskiye podkhody i modeli integrirovannogo obucheniya inostrannym yazykam i professional’nym distsiplinam v zarubezhnoy i rossiyskoy lingvodidaktike [Pedagogical approaches and models of integrated foreign languages and professional disciplines teaching in foreign and Russian linguodidactics]. Yazyk i kul’tura – Language and Culture, 2017, no. 39, pp. 116-134. (In Russian). 14. Popova N.V., Almazova N.I., Evtushenko T.G., Zinovyeva O.V. Opyt vnutrivuzovskogo sotrudnichestva v protsesse sozdaniya professional’no-oriyentirovannykh uchebnikov po inostrannomu yazyku [Experience of intra-university cooperation in the process of creating professionally-oriented foreign language textbooks]. Vyssheye obrazovaniye v Rossii – Higher Education in Russia, 2020, vol. 29, no. 7, pp. 32-42. (In Russian). 15. Solomatina A.G. Obucheniye inostrannomu yazyku dlya professional’nykh tseley na osnove modeli integrirovannogo predmetno-yazykovogo obucheniya v agrarnom vuze [Teaching a foreign language for professional purposes course on the basis of the model of content and language integrated learning in an agricultural institution]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2018, vol. 23, no. 173, pp. 49-57. DOI 10.20310/1810-0201-2018-23-173-49-57. (In Russian). 16. Baydikova T.V. Predmetnoye soderzhaniye obucheniya inostrannomu yazyku v professional’noy sfere studentov napravleniya podgotovki «Agroinzheneriya» na osnove integrirovannogo predmetno-yazykovogo obucheniya [Subject content of foreign language teaching in the professional sphere of students of “Agricultural Engineering” programme based on content and language integrated learning]. Vestnik Tambovskogo universiteta. Seriya: Gumanitarnye nauki – Tambov University Review. Series: Humanities, 2020, vol. 25, no. 184, pp. 65-74. DOI 10.20310/1810-0201-2020-25-184-65-74. (In Russian). 17. Serova T.S. Professional’no-oriyentirovannoye integrativnoye vzaimosvyazannoye obucheniye inostrannym yazykam i distsiplinam estestvenno-nauchnogo i obshchetekhnicheskogo tsiklov na pervom etape bakalavriata v politekhnicheskom universitete [Professionally-oriented integrative interconnected teaching of foreign languages and disciplines of natural science and general technical cycles at the first stage of a Bachelor’s Degree at a polytechnic university]. Integrirovannoye obucheniye inostrannym yazykam i professional’nym distsiplinam: Opyt rossiyskikh vuzov [Integrated Teaching of Foreign Languages and Professional Disciplines: Experience of Russian Universities]. St. Petersburg, Peter the Great St. Petersburg Polytechnic University Publ., 2018, pp. 73-124. (In Russian). 18. Sysoyev P. Developing English for specific purposes course using a learner-centered approach: a Russian experience. The Internet TESL Journal, 2000, vol. 6, no. 3, pp. 1-8. 19. Graves K. A framework of course development process. Teachers as Course Developers. Cambridge, Cambridge University Press, 1996, pp. 12-38.

Received

2020-12-24

Section of issue

Theory and methods of foreign language teaching

Для корректной работы сайта используйте один из современных браузеров. Например, Firefox 55, Chrome 60 или более новые.