EMI and Other Professional Risks of ESP Teacher
https://doi.org/10.26794/2226-7867-2020-10-4-24-31
Abstract
The article describes internal and external factors producing a negative impact on the productivity of the ESP teachers’ activity. These factors are connected with professional risks, primarily with teachers being unable to adequately meet modern requirements such as mastering advanced educational and digital technologies, applying soft skills, combining teaching with research work and provision of additional paid educational services. The authors consider the introduction of CLIL technology and EMI model by universities to be the highest risk to the very profession of ESP teacher and make an attempt to identify the possible areas of cooperation between ESP teachers and EMI lecturers.
About the Authors
N. G. Kondrakhina
Financial University under the Government of the Russian Federation
Russian Federation
Russian Federation
Natalia G. Kondrakhina — Cand. Sci. (Philology), Associate Professor, Deputy Head of the English Language and Professional Communications Department
Moscow
O. N. Petrova
Financial University under the Government of the Russian Federation
Russian Federation
Russian Federation
Oksana N. Petrova — Cand. Sci. (Engineering), Assistant Professor, English Language and Professional Communications Department
Moscow
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Review
For citations:
Kondrakhina N.G., Petrova O.N. EMI and Other Professional Risks of ESP Teacher. Humanities and Social Sciences. Bulletin of the Financial University. 2020;10(4):24-31. (In Russ.) https://doi.org/10.26794/2226-7867-2020-10-4-24-31
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