LINGUO-PROFESSIONAL MICRO MODULES AT NON-LINGUISTIC UNIVERSITIES. AIMS, TASKS, IMPLEMENTATION

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Abstract. Modular system of teaching has been widely implemented in the educational process at higher schools since the edge of the current century and has been successfully used since that time. As a rule, educational modules are identified as an integrated total of different study forms and technologies as well as controlling the formation of corresponding competences on a subject.

Modular system is generally built sequentially within compulsory study programs on the grounds of the main disciplines. The research and development of the interdisciplinary approach however show that the modular study system can be built as an integrated block of two and more subjects. Modern study courses of Business English and those of English for Special Purposes are targeted not only at forming linguistic and communicative but also at the extension of the main social, cultural and cross-cultural competences. They all do not only present authentic materials of real international businesses but also contain the tasks aimed at the development of critical thinking and “working-in-teams” skills to make decisions in business and management. Furthermore, the exercises also develop professional and business communicative skills such as making and giving presentations, holding meetings and negotiations, telephoning etc.

The positive influence of modular and interdisciplinary approaches on the results of the education can be extended if modules are designed and implemented by blocks of two or even more departments where by not only on the study programs but also on those of scientific potentials of departments. This idea results in the extension of the interdisciplinary linguo-professional module concept.

This idea let formulate the following definition:

Linguo-professional micro-module is structural unit of education and mobility development of student and teaching staff at universities and it is aimed not just at the formation and development of linguistic and social-professional competences of students but at the enhancing of universities’ international activities as well.

For design and implementation of such micro-modules special collaborative mechanisms needed to be developed including both teachers of foreign languages and special disciplines as well as those of information technologies (due to the lessons of pandemic in particular). The author shares her ideas on that.

Keywords: Linguo-professional micro-modules, integrated blocks, mechanism of inter-departmental collaboration

Bella L. Ivanova

Herzen State Pedagogical University of Russia Saint-Petersburg, Russia
e-mail: ivanova.bella@gmail.com ORCID iD: 0000-0003-1495-5708

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