Development of professional-oriented competence through language and content integrated technology

Abstract

Relevance. Recent acculturation of foreign language education (FLE) and movement towards competency-based approach has put forward as a goal the emergence of professional-oriented competence. This paper presents a brief overview of research on professional-oriented competence through content and language integrated learning in the Republic of Kazakhstan. Purpose. This study aims to help assess future teachers’ strengths and weaknesses in professional-oriented competence development. Literature relevant to the topic was studied in order to understand how to improve linguistic and, in general, verbal communication between the teacher and students. Methodology. The methods used in this study are experimental in nature, implying tests and tasks for certain groups of subjects. The questionnaire was developed to obtain information about future teachers’ view who are going to work at the profile school on using content and language integrated technology and diagnose possible professional knowledge gap in this study. Results. The model of future foreign language teachers’ research competence development has been constructed; a system of tasks based on digital resources has been suggested and experimental work was provided to show the efficiency of the model designed. Conclusions. Conclusions of this study confirm the importance of the professionally oriented competence development model for achieving more effective communication in terms of information exchange and the learning process.