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Abstract. The article highlights the main ideas of interdisciplinary approach’s development and implementation at Russian nonlinguistic universities and shares her experience in the application of them in the teaching process. Interdisciplinary approach implies the training process as a unified whole like a system comprising different elements. The first research projects were initialized by English teachers who focused on issues of foreign language acquisition and awareness. The integration used to be realized as complex development of all language aspects on all language levels. Later it was extended by ESP (English for Special Purposes) and then by integrating different subjects on interdisciplinary links. Interdisciplinary approach has systemized and generalized the experience gained for decades in investigations in various countries. These are not only teaching foreign language as ESP, but also ideas of competence approach, modular construction of teaching process, and concepts of CLIL (Content and Language Integrated Learning). When contemplating CLIL development at Russian non-linguistic universities, one should emphasize that this methodology has fostered two interconnected concepts based on the interdisciplinary approach. These are implementing “Englishspeaking” lectures in the process of teaching special subjects on the one hand and fleshing out foreign language education with subject-oriented content on the other. On the crossing of the above technologies, a new science was formed, namely, professional linguo-didactics or professional language education. Its basic principle is integration and coherence of all approaches in teaching professional foreign language into one whole through building modular inter- and multidisciplinary links elaborated by the teams of various departments’ staff. They are built in different educational activities on the interaction and collaboration of teachers, including those of foreign language and profile disciplines as well as creative students. The basic principles of professional linguistic didactics are actualized at Russian non-linguistic universities in the collaboration of various departments through implementing both linguistic and professional innovations and using active and interactive teaching methods. This interdepartmental interactive collaboration can be arranged in different forms, e.g. binary seminars, inter- or multidisciplinary business games and micro-modular English speaking lecturing. The author presents some of them in the extended abstract.

Keywords: interdisciplinary approach, professional linguistic didactics, interdepartmental collaboration, binary seminars and business games, micro-modular ‘English speaking’ lecturing

Bella Ivanova

Herzen State Pedagogical University of Russia Russian Christian Humanitarian Academy Saint-Petersburg, Russia
ORCID id: 0000-0003-1495-5708

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