Abstract
In the article, the peculiarities of CLIL and ESP are considered, and some practical studies conducted by Russian scientists in this field are listed. One of the approaches is interdisciplinary one. The strategic objective is to design the CLIL-based model of teaching a foreign language to engineering students. In designing the model, CLIL principles were adapted and expanded. The major issues to be investigated are reading professional precedent texts, foreign language speech culture formation for professional discussion-enlightenment activity and efficient exchange of technical information. In the Result section, the authors’ experience correlating with the issues identified is presented. Two tables are provided: the first one highlights the types of schemata for teaching foreign language reading; the second one shows the integration of professional subjects content with foreign language grammar and vocabulary. The blocks of the CLIL-based model of teaching a foreign language to engineering students are described and the model itself is presented as a block diagram. In the last section, there are some conclusions the essence of which is that interdisciplinary integration creates optimal opportunities for future engineers and research engineers not only in mastering a foreign language, but also in its forming, on the basis of meta-knowledge discussion and enlightenment (educational) culture skills, technical communication skills, digital literacy, and techniques and strategies for effective reading of professional literature.
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Sorokovykh, G., Shafikova, I., Root, E., Shumeyko, T., Vishnevskaya, E. (2022). Designing Engineering Content and Language Integrated Learning in Technical Universities. In: Anikina, Z. (eds) Integration of Engineering Education and the Humanities: Global Intercultural Perspectives. IEEHGIP 2022. Lecture Notes in Networks and Systems, vol 499. Springer, Cham. https://doi.org/10.1007/978-3-031-11435-9_1
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