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METHODOLOGY OF TEACHING ENGLISH IN NON-PHILOLOGICAL
DISCIPLINES: CHALLENGES AND SOLUTIONS
Dilbar Alimovna Ruzibaeva
Associate Professor of the Languages Department,
Tashkent State Agrarian University
Abstract:
This study explores the key challenges faced in teaching English to students in
non-philological disciplines and proposes practical, evidence-informed solutions. As English
grows in importance across scientific, technical, and professional domains, students in fields like
agriculture, engineering, and business must develop communicative competence despite lacking
a language-learning background. Using a qualitative approach that incorporates teacher
reflections, classroom observations, and learner feedback, this paper identifies major obstacles –
such as limited motivation, subject-specific vocabulary, and restricted instructional time – and
presents targeted pedagogical strategies to address them. Findings suggest that integrating
English for Specific Purposes (ESP), task-based learning, and interdisciplinary collaboration can
significantly improve outcomes.
Keywords:
English for Specific Purposes (ESP), non-philological disciplines, language
teaching, interdisciplinary learning, communicative competence.
Introduction
The global rise of English as a tool for academic, scientific, and professional
communication has created a pressing need for students across all fields – not just philology – to
acquire practical English skills. In non-philological faculties such as engineering, economics,
agriculture, and medicine, English is often treated as an auxiliary subject. However, students in
these areas are increasingly required to read academic texts, write reports, attend international
conferences, and collaborate with global peers in English.
Despite this need, the teaching of English in non-philological disciplines faces several
pedagogical and institutional challenges. These include low learner motivation, limited language
exposure, discipline-specific terminology, and insufficient time for instruction. This article aims
to systematically examine these challenges and provide realistic, research-backed solutions that
educators can implement to improve the language learning experience for non-language students.
Methods
A qualitative, descriptive approach was used to collect and analyze data from multiple
sources:
Teacher Interviews:
Ten English language instructors from non-philological faculties at
various Uzbek universities shared their experiences and perspectives.
Classroom Observations:
Six classroom sessions were observed across departments such
as economics, agriculture, and engineering.
Student Surveys:
A questionnaire was administered to 80 undergraduate students to
assess their attitudes toward English and identify perceived learning difficulties.
The collected data were analyzed thematically to identify recurring challenges and effective
instructional strategies.
Results
The qualitative data gathered from instructor interviews, classroom observations, and
student surveys revealed a comprehensive picture of the current challenges in teaching English to
students in non-philological disciplines. Five primary themes emerged:
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1. Low Motivation and Engagement.
Approximately 67% of surveyed students reported
that they did not see the relevance of English to their future careers. They perceived English
courses as obligatory, with minimal bearing on their core academic development. Teachers also
observed passive classroom behavior and reluctance to participate in discussions or speaking
tasks.
One engineering student remarked,
"I am here to become an engineer, not a translator.
Why should I focus on English?"
– a sentiment echoed by many others.
2. Limited Language Proficiency.
Many students entered university with only a basic
knowledge of English, often rooted in passive grammar-based learning. Instructors noted that
students struggled with both receptive skills (reading and listening) and productive skills (writing
and speaking). Pronunciation issues and fear of making mistakes further inhibited participation.
3. Difficulty with Subject-Specific Language.
Students found it difficult to grasp
technical terminology and academic genres relevant to their fields. For instance, agricultural
students had trouble interpreting research articles, while economics students struggled with
report writing and data commentary in English. This vocabulary barrier affected their
comprehension of texts and ability to express ideas accurately.
4. Time Constraints and Overloaded Curriculum.
Teachers reported that English
classes were often allocated only 2–3 hours per week, leaving little room for practical activities
or extended skill development. With packed subject-specific schedules, students often prioritized
core courses over English, resulting in inconsistent attendance and preparation.
5. Lack of Interdisciplinary Coordination.
There was minimal collaboration between
language instructors and faculty from students' major disciplines. Consequently, English
materials often lacked relevance and contextual connection to students’ academic and
professional needs. Teachers expressed the difficulty of creating subject-specific content without
domain expertise.
Discussion
The challenges identified in the results highlight the complexity of teaching English to
non-philological students, where traditional language instruction methods often fall short.
However, effective and context-aware solutions can be implemented to address these problems
meaningfully.
Enhancing Motivation through Relevance.
Motivation increases when learners
perceive English as directly connected to their field. Embedding
English for Specific Purposes
(ESP)
principles into the curriculum can bridge this gap. When students see that English is a tool
for accessing scholarly information, participating in international conferences, or securing
employment abroad, they become more invested.
For example, one teacher incorporated English-language case studies on agribusiness
trends, which immediately sparked interest among agriculture students. This real-world
application of English helped shift learners' perception from “language as a burden” to “language
as a resource.”
Addressing Language Gaps through Differentiated Instruction.
Given the varied
proficiency levels among students, differentiated instruction is key. Teachers can group students
by skill level and assign tasks of varying complexity. Additionally,
scaffolding techniques
–
such as using visuals, simplified texts, sentence starters, and modeled examples – support
learners in building confidence and fluency.
Blended learning tools, such as vocabulary apps (Quizlet), pronunciation guides (YouGlish), and
grammar games, were found to be particularly effective in reinforcing foundational skills outside
the classroom.
Simplifying Technical Vocabulary through Contextual Learning.
To address subject-
specific vocabulary challenges, instructors used
contextual learning strategies
. Rather than
teaching isolated word lists, vocabulary was introduced through readings, video lectures, and
project-based activities. Students were encouraged to create personal glossaries, concept maps,
and term banks, often linked to their course materials.
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In one economics class, learners analyzed a short market report in English, highlighted
key terms (e.g., "GDP," "fiscal policy," "inflation trends"), and then used those terms in a
simulated business presentation. This not only enhanced retention but also improved students'
ability to apply vocabulary functionally.
Overcoming Time Constraints with Task-Based and Flipped Learning.
With limited
instructional time, maximizing student engagement per class session is crucial.
Task-based
learning
– such as debates, simulations, and collaborative writing – encourages real-world
language use within short periods. Instructors also implemented a
flipped classroom
approach,
assigning videos and readings for homework, allowing in-class time for discussion and practice.
One teacher shared that by assigning TED Talks related to sustainable farming, students
came to class prepared to summarize, reflect, and debate the ideas – resulting in significantly
more student talk-time.
Fostering Interdisciplinary Collaboration.
Collaboration between language instructors
and subject faculty proved to be transformative. Co-developing content or co-teaching units
allowed for more relevant material and ensured accuracy in terminology and context. In some
cases, subject experts provided real materials – like lab reports or business proposals – which
were adapted into language learning tasks. This not only improved students’ engagement but also
raised the profile of English as an essential academic tool rather than a disconnected subject.
Conclusion.
Teaching English in non-philological disciplines is fraught with unique
challenges, but these are not insurmountable. Through careful needs analysis, integration of ESP
principles, active learning strategies, and collaboration across departments, educators can design
more meaningful and effective English instruction for students outside the field of philology. As
English continues to be a tool for global participation, equipping all students – not just language
majors –
with strong communicative skills should be a shared academic priority.
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