UDC 378:811.111:37.091.3
DOI: https://doi.org/10.59694/ped_sciences.2026.22.167
IMPLEMENTATION OF A PRACTICE-ORIENTED COMPONENT IN FOREIGN LANGUAGE TEACHING AT HIGHER EDUCATION INSTITUTIONS WITH SPECIFIC LEARNING CONDITIONS
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CHERNIONKOV Yaroslav Olexandrovych
Candidate of Pedagogical Sciences, Associate Professor, Head of the Department of Language Training at Donetsk State University of Internal Affairs.
ORCID iD: https://orcid.org/0000-0001-6598-1581
SNISARENKO Iryna Yevheniyivna
Candidate of Philological Sciences, Associate Professor, Associate Professor of the Department of Language Training at Donetsk State University of Іinternal Affairs.
ORCID iD: https://orcid.org/0000-0002-1045-9291
Abstract:
The present study investigates the implementation of a practice-oriented component in foreign language teaching within higher education institutions with specific learning conditions, particularly law enforcement institutions such as Donetsk State University of Internal Affairs. The increasing demands of international cooperation, participation in joint operations, and interaction with foreign citizens necessitate a high level of foreign language communicative competence among future law enforcement professionals.
The research substantiates that traditional approaches to foreign language teaching are insufficient for developing professionally oriented communication skills. Instead, the integration of practical experience through the involvement of practitioners – such as police officers, lawyers, psychologists, economists and managers – significantly enhances the effectiveness of language acquisition.
The study is based on the analysis of recent international and Ukrainian research (2020-2026) in the field of English for Specific Purposes (ESP), communicative language teaching, and practice-based learning. Special attention is given to scenario-based learning, simulation training, and interdisciplinary cooperation.
The findings demonstrate that the use of binary classes, guest lectures, and professional trainings conducted in English contributes to the development of students’ professional vocabulary, communicative competence, critical thinking, and decision-making skills. Moreover, such approaches increase motivation and ensure the authenticity of communication.
The article concludes that the integration of a practice-oriented component is a key factor in bridging the gap between theoretical knowledge and real-life professional communication, and it should become a mandatory element of foreign language teaching in law enforcement education.
Keywords: foreign language competence, ESP, law enforcement education, practice-based learning, professional communication, interdisciplinary approach, binary classes, training, applied learning, higher education.
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