ППП - 2025 рік

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https://elar.khmnu.edu.ua/handle/123456789/18109

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Перегляд ППП - 2025 рік за Ключові слова "CLIL"

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  • Ескіз
    Документ
    Developing english language competence in future professionals in electronic communications and radio engineering: EU experience
    (Хмельницький національний університет, 2025) Roskvas, Ihor
    In today’s era of global digitalisation, specialists in electronic communications and radio engineering must function effectively in multilingual and multicultural professional environments, where English is the primary language of technical documentation, scientific research, and innovation. Ukrainian higher education faces a challenge: while students often possess strong technical knowledge, their limited English proficiency restricts access to international publications, participation in global projects, and academic mobility. This article analyses European practices that integrate English language development with engineering education, including Content and Language Integrated Learning (CLIL), English-Medium Instruction (EMI), project- and task-based learning (PBL/TBL), and blended and flipped learning approaches. Case studies from Austria, the Czech Republic, Norway, and Poland demonstrate that combining these methods enhances students’ technical understanding, professional communication, and intercultural competence. Embedding English within technical curricula, engaging students in authentic engineering tasks, and employing digital tools and virtual labs fosters active use of English in context, strengthens domain-specific vocabulary, and improves reporting and presentation skills. Adapting such practices in Ukrainian programmes requires teacher training, curriculum redesign, institutional support, and partnerships with international universities and industry. A coordinated, multi-method approach can significantly boost students’ employability, readiness for global collaboration, and ability to meet European engineering standards. For Ukrainian higher education, adopting these practices represents a critical opportunity to close the linguistic gap that currently limits students’ academic mobility, employability, and international engagement. Further research could explore the long-term effectiveness of integrated methods and the role of digital tools and international projects in enhancing professional English skills and technical competence in Ukraine.
  • Ескіз
    Документ
    Integrating applied linguistics and language studies:foreign experience and implications for Ukraine
    (Хмельницький національний університет, 2025) Lapshyna, Olha; Dorofeyeva, Olena; Komochkova, Oksana
    The integration of applied linguistics and language studies is a key factor in enhancing the quality and relevance of language education, particularly in countries undergoing educational transformation such as Ukraine. As global trends shift toward learner-centred, evidence-based education, applied linguistics offers the tools to bridge theoretical insights with classroom realities. This article explores international experience of applying linguistic theory to educational practice and evaluates their potential for improving Ukraine’s language educational system. Drawing on examples from the UK, Finland, the Netherlands, Canada, and others, the study highlights best practices in curriculum development, teacher training, bilingual education, assessment, and language policy. The research adopts a qualitative comparative methodology, analyzing relevant scholarly literature. The findings reveal that successfully integrating applied linguistics in foreign contexts fosters communicative, inclusive, and research-informed language instruction. For Ukraine, aligning language curricula with applied linguistic principles can enhance communicative competence and learner autonomy. Teacher education programmes should emphasize practical skills such as classroom research, materials design, and assessment literacy. Expanding the use of Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI) can promote bilingualism and interdisciplinary learning. Moreover, language assessment practices need to reflect real-world use, and language policy should be informed by sociolinguistic research to ensure inclusivity and cultural sensitivity. These insights point to the value of a systematic, research-grounded approach to educational innovation. It is determined that by strategically integrating applied linguistics into language education, Ukraine can enhance the quality, relevance, and global competitiveness of its educational system, ultimately contributing to broader social and cultural development. The article concludes with recommendations and prospects for further research to contextualise foreign experience to support systemic reform in Ukraine’s language education landscape.