Preliminary training for ESP teachers for effective integrated teaching

Abstract

This article examines the need for preliminary training of English for Specific Purposes (ESP) teachers in order to ensure effective integrated teaching in higher education. ESP instruction requires teachers not only to possess a sufficient command of English but also to understand the professional field, terminology, communicative situations, and learning needs of students in a particular specialty. In integrated ESP teaching, language skills are closely connected with subject-specific knowledge, which may create methodological and professional difficulties for teachers who have not received appropriate preparation. The article discusses the importance of preliminary training aimed at developing teachers’ subject awareness, methodological competence, terminology knowledge, materials-selection skills, and ability to cooperate with subject specialists. Particular attention is given to needs analysis, familiarization with professional discourse, the use of authentic materials, development of integrated language tasks, and adaptation of teaching methods to students’ future professional activities. The study emphasizes that systematic preliminary preparation enables ESP teachers to connect language instruction with professional content more effectively. It is concluded that preliminary training improves teachers’ confidence, facilitates interdisciplinary cooperation, increases the relevance of classroom activities, and contributes to the development of students’ professional communicative competence.