Abstract
To match the teaching demands of STEM talents with global competence, an innovative intralinguodidactic methodological approach has been designed and experimented in curricular constructions of STEM English education. In this research project, the construction of English reading course is focused on achieving the training aim of global competence. The aim of this paper is to develop a practical curricular framework of Scientific Literature Reading on the methodological base of intralinguodidactics. The object of this paper is to evaluate the intralinguodidactic curricular framework of STEM English course. The subject is to examine the effectiveness of employing intralinguodidactics as a methodological basis for curricular design. The relevance of this project has been proven by the teaching practice in three aspects: interconnection, decentration, and compatibility. The teaching practice proves that global competence is a set of knowledge, skills, competencies and personal qualities allowing STEM talents to develop communicative competence of a foreign language. And global competence is shaped by future careers of a graduate. Hence, the educational process of STEM English acquires a new meaning, that is, it becomes a process of the autonomous cognition and digestion of English information literacy materials entertaining professional and sociocultural significance.
Publisher
Samara State Technical University
Subject
General Earth and Planetary Sciences,General Environmental Science
Reference14 articles.
1. Caligiuri P., Santo V.Di. Global Competence: What Is It, and Can It Be Developed Through Global Assignments? Human Resource Planning Journal. 2001. Vol. 24. No. 3. Рр. 27–38.
2. Caligiuri P. Build Your Culture Agility: The Nine Competencies of Successful Global Professionals. London, U.K.: Kogan Page Limited, 2021. Pp. 1–20.
3. Lantz-Deaton C., Golubeva I. Intercultural Competence for College and University Students: A Global Guide for Employability and Social Change. Cham, Switzerland: Springer Nature Switzerland AG, 2020. Pp. 111–156.
4. Li J. Comprehensive Global Competence for World-Class Universities in China: Context, Concept, Model and Evaluation. London, Singapore: Springer Nature Singapore Pte Ltd., 2020. Pp. 103–120.
5. Wu X. Fostering Chinese Preservice Teachers’ Global Competence through Inquiry Learning in Glocalised Educational Contexts. Teaching and Teacher Education. 2022. Vol. 122. No. 103961. https://doi.org/10.1016/j.tate.2022.103961 (accessed January 21, 2023).