CASE OF TEACHING A PROFESSIONAL FOREIGN LANGUAGE (ENGLISH) AT A NON-LINGUISTIC FACULTY IN THE PROFILE OF JOURNALISM

This article explores the challenges and strategies of teaching a professional foreign language (English) to journalism students at a non-linguistic faculty. With only one semester allocated for professionally oriented language training, the study highlights the need for a tailored approach to material selection, student engagement, and assessment. The article presents practical experiences, emphasizing authenticity, interactivity, and cultural relevance. Key methods included reflective essays, peer evaluations, and a student-driven final project (e.g., interviews or reports). Results demonstrated improved professional vocabulary, critical thinking, and motivation, though challenges such as uneven language proficiency and demands for clearly formulated criteria were noted. The study emphasizes the importance of flexibility, well-developed rubrics, and dialogue between a teacher and students to optimize learning outcomes in constrained timeframes.