Secondary Language Identity as a Component of Engineer's Professional Training

The article reviews the concept of secondary language identity, which is an individual's adaptation and assimilation of a new linguistic and cultural framework distinct from their primary language identity. The focus of the paper is on identifying various components that constitute secondary language identity, including linguistic proficiency, cultural competence, social adaptability, and cognitive flexibility. The authors make an attempt to investigate the ways secondary language identity affects engineers' professional activity in particular through enhancing their communication skills, supporting intercultural exchange, and improving workplace adaptability. The established correlation between the universal competencies built during engineer's professional training and components of secondary language identity represents the novelty of the research. Finally, the article proposes pedagogical strategies for fostering secondary language identity in university-level English classes, emphasizing immersive experiences, intercultural communication practice, and the integration of authentic materials to simulate real-world language use