REDEFINING THE TEACHING OF FOREIGN LANGUAGES IN THE ENGINEERING HIGHER EDUCATION – THE TEACHER’S PERSPECTIVE
REDEFINING THE TEACHING OF FOREIGN LANGUAGES IN THE ENGINEERING HIGHER EDUCATION – THE TEACHER’S PERSPECTIVE

Summary/Abstract: This paper explores the landscape of foreign language instruction within technical universities, focusing on the challenges and opportunities faced by teachers in meeting the evolving demands of the contemporary educational and employment areas. The study covers a review of the current global context of language teaching, the significance of language proficiency for the future engineers’ personal and professional development, and the range of challenges encountered in delivering foreign language education in technical higher education institutions. The students’ professional development is analysed from the stakeholders’ viewpoints; changes in the employers’ demands, and the imperative for universities to integrate language education into their curricula are also discussed (in particular Language for Specific Purposes). The multiple roles foreign language teachers should take are examined, as “language instructors”. New directions for teaching English for Specific Purposes in view of technological changes, an inclusive learning environment and international communication requirements are debated upon. The approach is meant to point to a possible manner in which ESP instructors could efficiently address current didactic challenges in technical universities.

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