IMPLEMENTATION OF INTEGRATED ADDITIONAL PROFESSIONAL EDUCATION

The article presents the organization of integrated continuing professional education, successfully implemented at the Southern Federal University, and also discloses the importance of knowing foreign languages for specialists of any profile in the era of globalization and rapidly developing international cooperation. The use of content-language integration in the training of specialists within the framework of this program forms and develops interdisciplinary knowledge and skills among specialists, as well as linguistic, which they need to acquire additional qualifications. The systemic, competency-based, content and synergetic approaches to training students according to the program of retraining of specialists are presented; program structure, substantive and procedural components of the model for accelerated retraining of foreign language specialists. Multilevel programs, textbooks and teaching aids are described, as well as the criteria and certification requirements for specialists studying in foreign language courses. The analysis of the communicative portrait of students of this system is given, which allowed us to build an individual educational trajectory of teaching a foreign language to each student successfully in the courses. A training model using various educational technologies is shown, such as: technology for training in collaboration, project method, case method, training conference and others. Integration of the methods of online learning, project and team teaching of a foreign language into a single educational space allowed us to achieve good results and improve the quality of training for students of the courses. It describes online courses that are built into the educational process and contribute to the construction of an individual educational trajectory of students, the formation of their ability to self-organization and self-education. The formation of communicative competence should be carried out in stages, at the first stage, lexical and grammatical difficulties should be removed by performing a sufficient number of language exercises to improve the phonetic, lexical and grammatical skills necessary not only for reading and understanding professionally oriented texts, but also for teaching professional communication, namely, the application of acquired knowledge, skills and abilities in various situations. At the next stages of training, it is necessary to integrate productive communicative and methodological skills of students, to form new qualities and abilities of students that they need in the implementation of professional activities. It is concluded that content-language integration in the training of students of vocational education is effective, contributing to the quality training of specialists who are ready to give lectures in a foreign language and carry out professional communication.