Abstract:

Student bilingual disciplinary competence is seen as the goal of bilingual education at a University. Bilingual disciplinary competence integrates the following components: cognitive, intercultural, foreign-language communicative, operational, and motivational ones.

Acquiring a number of student’s bilingual disciplinary competencies would testify about the appearance of a new bilingual professional personality. A bilingual education process in the higher school implies the interaction of two integrational directions: the goal-oriented and organizational ones. The first direction takes care of intrapersonal and interpersonal integration aspects and determines the outcome of learning in a personal sense. The second direction is determined by such technological matters as an interdisciplinary nature of the teaching process, and the process management. The features of the two directions of integration and the practical steps for its implementation are highlighted in the paper.
To create an effective model of the bilingual teaching (BT) one should look into the cooperation of all three parties of the process: student, teacher, and administration. The paper argues the recent findings in the relevant field and suggests results of own investigation of the significant factors affecting the effectiveness of BT at a University.

Keywords:

Bilingual teaching, engineering disciplinary competence, integration, effectiveness.