TEACHING ENGLISH TO THE STUDENTS OF NON- PHILOLOGICAL ISTITUTIONS

<div>In an increasingly globalized world, English language competence is</div> <div>indispensable, extending well beyond the confines of traditional philological or</div> <div>language-focused</div> <div>institutions.</div> <div>Non-philological</div> <div>institutions—encompassing</div> <div>engineering, medical, business, and other professional domains—recognize the</div> <div>importance of English proficiency for their graduates. This paper explores the unique</div> <div>challenges, methodologies, and outcomes of teaching English in such contexts. The</div> <div>study draws on current and past research related to English for Specific Purposes</div> <div>(ESP), teaching methodologies, learner motivation, and curriculum design. The</div> <div>results underscore the need for integrative and discipline-relevant language</div> <div>instruction, as well as ongoing collaboration between language specialists and</div> <div>subject-matter experts. Recommendations include adopting a flexible curriculum</div> <div>responsive to rapidly evolving professional landscapes and leveraging technology-</div> <div>enhanced tools to foster both linguistic competence and intercultural awareness.</div>