TRANSFER FROM LEARNING ENGLISH TO TEACHING ACADEMIC SUBJECTS IN ENGLISH

The study investigates forms of interdisciplinary cooperation in ESP-EMI-CLIL sequence. To identify patterns and trends in the application of CLIL, the research was built on the problem-chronological principle. The study describes a step by step transition from a program partially implemented in English to a program fully implemented in English. The impact of the English Medium Instruction was assessed through the method of generalization. Thus, two directions are integrated in the process of teaching: linguistic and professional. English Medium Instruction (EMI) has changed from being a focused, targetable segment of scholastic activity, a niche, to becoming the mainstream, the dominant trend, of contemporary competitive higher education. Having considered the practice of moving from traditional language training to learning the content of university disciplines through English, the authors single out 3 models of educational activity. The research suggests the possible uses of EMI in new conditions and areas of practice. Authors submit original assignments that they practice in their classrooms to illustrate the phased implementation of EMI technologies. Reflection on multidisciplinary versus interdisciplinary cooperation of instructors is presented through English Medium quazi-professional case-analyses. (C) 2020 Published by European Publisher.