Possibilities of implementing practice-oriented teaching in the educational organization of the Ministry of Internal Affairs of Russia within the framework of teaching the academic discipline «Foreign Language»

This article examines the implementation of practice-oriented learning within the teaching of «Foreign Language» in educational institutions of the Ministry of Internal Affairs of the Russian Federation. The study is primarily aimed at developing cadets’ professionally oriented foreign language communicative competence. The primary goal of the study is to develop and validate a methodology for using practice-oriented assignments that simulate real professional communicative situations encountered by law enforcement officers. The research focuses on didactic techniques for implementing practice-oriented learning that optimally combine English-language communicative instruction with professional problem-solving. The research focuses on the types of assignments that can implement practice-oriented learning, taking into account the cadets’ specialty and/or field of study. The methodological basis of the study was a theoretical analysis of scientific works on practice-oriented learning, the communicative approach, and professionally oriented foreign language teaching, as well as the design and testing of a series of training tasks simulating typical work tasks (witness interview, emergency call, police report writing, alibi verification, crime scene description). The scientific novelty of the study lies in its systematic approach to designing practice-oriented tasks, the inclusion of a reflective component in the assessment, and the differentiation of assessment criteria based on professional acceptability, communicative effectiveness, and linguistic implementation. The scientific novelty of the study lies in its systematic approach to designing practice-oriented tasks, the inclusion of a reflective component in the assessment, and the differentiation of assessment criteria based on professional acceptability, communicative effectiveness, and linguistic implementation. The study resulted in the development of five types of practice-oriented assignments integrating linguistic, forensic, and cognitive aspects of professional police work. A system of assessment criteria was also proposed that combines linguistic accuracy with professional relevance and communicative effectiveness. These research findings can be applied to the teaching of foreign languages at educational institutions of the Russian Ministry of Internal Affairs, as well as to improve work programs, teaching materials, and assessment systems, taking into account professional requirements.

practice-oriented teaching, teaching technology, foreign communicative competence, practical component of learning, speech warm-up, solving a communicative problem, terminological vocabulary, selection of nominative means, filling in content gaps, assessment system