Abstract:

The article presents a theoretical background for the development of a new approach in both Russian and international methodology of Foreign Language Teaching (FLT), i.e. Professional Linguodidactics (PLD). Authors stipulate on the research findings obtained through a comparative analysis of such FLT approaches as English for Specific Purposes (ESP) and Content-and-Language Integrated Learning (CLIL), the clear-cut between which is there to help reach a better understanding of PLD. In terms of methodology, the research was organized in four stages. First, the very keystones of the methodological background, i.e. Professional Pedagogics and its derivative Professional Linguodidactics, was scrutinized through literature review. Second, the authors elaborated on the breaks between ESP and CLIL by means of conceptualization and analysis of Russian and international university FLT practice. Third, the development of the innovational FLT field, i.e. English for Professional Purposes (EPP), was backgrounded through the analysis of the cutting-edge requirements of the stakeholders of Technical Vocational Education and Training (TVET), the actual level of the FLT theory achievements, and the actual FLT experience of the authors. Finally, the methods of the EPP-teacher professional development were considered on the grounds of the relevant literature review and the analysis of Russian university FLT practice. The key results that the authors obtained in the research, and present in this paper, include their development (both in the content and the technology aspects) of the PLD-relevant refresher courses that are now offered to FLT university teachers at the Academy of Professional Development and Retraining of Educators, Moscow, Russia.

Keywords:

Professional Linguodidactics, FLT, teacher development, ESP, CLIL, English for Professional Purposes, TVET, EPP-teacher.