Abstract
The chapter provides a consistent analysis of two approaches to teaching foreign languages in the system of professional education: the concept of professionally oriented education in Russia and the concept of ESP in the European science. The chapter presents a comparative analysis of CLIL theoretical fundamentals, which were developed by a group of European researchers and professionally-oriented language learning popular, which is still widely spread in the system of higher education in Russia. Nowadays CLIL is becoming popular in Russia too, and in some educational establishments, it is broadly applied. But at the same time, educators are still confused in differentiating these two approaches. The chapter considers common differences between the two approaches in terms of comparing methodological principles, regulatory requirements in organizing education, teaching techniques; it analyzes and systematizes methodological errors committed by teachers when shifting to curriculum integration learning.
TopProfessionally Oriented Foreign Language Teaching As A Theoretical Basis For Content And Language Integrated Learning
In order to answer the question of what the principal differences are between these two approaches: professionally oriented and content and language integrated - let us first turn to the retrospective analysis of the first one. We should start with the fact that the foundation of Russian science addressing to the problem of professionally oriented foreign language teaching is the concepts of “Language for Special Purposes” (LSP) and “English for Specific Purposes” (ESP). The following reasons for the emergence of LSP are distinguished in the scientific literature (Dudley-Evans, 1998):
- 1.
Historical prerequisites for the development of this area arose after the end of the Second World War in 1945. At that time, there was a rise in scientific and technological thought, and a new society was created driven by trade and technology. As a result, foreign language learning caused an interest as a means of accessing and promoting the global market of currencies, technologies, and goods. This trend still exists today. Tight timeframes and the material factor require new techniques for learning foreign languages (FL);
- 2.
According to T. Hutchinson and A. Waters, who are considered the founders of this area (70’s– 80’s of the 20th century), the revolution in linguistics had a major impact on the development of the specialized English language. Studying variability of communicative situations, using linguistic units depending on the context becomes a subject of FL learning. Understanding that in order to achieve the set goals in different acts of communication it is necessary to use a certain linguistic layer, led to a change in the methods of FL teaching.
Key Terms in this Chapter
CLIL (Content and Language-Integrated Learning): Is an approach for learning content through an additional language (foreign or second), thus teaching both the subject and the language.
ESP (English for Specific Purposes): Teaching English to university students, with reference to the particular vocabulary and skills they need.
Professionally-Oriented Language Learning: Professionally oriented approach to the teaching of a foreign language in technical universities, which provides for the formation of the ability of students to communicate in specific professional, business, scientific spheres and situations, taking into account the peculiarities of professional thinking, is of particular relevance. It is popular in Russian university, close to European ESP approach.
ICLHE (Integration of Content and Language in Higher Education): Educational practices similar to EMI but with the difference that lecturers also pay attention to the development of the language during their lessons.
EMI (English-Medium Instruction): Educational practices in which lecturers do their teaching in English as a foreign or additional language, normally in line with university internationalisation policies.