CC BY
0UDC 30 428
INGLIZ TILINI ESP SINFLARIGA O'QITISHDA KO'P TARMOQLI USULDAN
FOYDALANISH
Abdusattarova Shahina Bakhtiyor kizi Namangan Engineering Construction Institute, Trainee teacher of the Department of Foreign languages E-mail: shahina abdusattarova@mail.ru
Abstract. This article focuses on the use of a multidisciplinary approach in teaching English to ESP students. A multidisciplinary approach to teaching involves integrating knowledge, concepts, and methodologies across multiple disciplines or topics to produce a more comprehensive and connected learning experience. This is one of the best approaches in education.
Аннотация. Данная статья посвящена использованию мультидисциплинарного метода в преподавании ESP-классов. Мультидисциплинарный подход к обучению предполагает объединение знаний, концепций и методологий из нескольких дисциплин или тематических областей, а также для создания более всестороннего и связанного опыта обучения. Это один из лучших подходов в обучении.
Annatatsiya. Ushbu maqolada ESP talabalarga ingliz tilini o'qitishda multidisiplinar usuldan foydalanishga bag'ishlangan. O'qitishning multidisiplinar yondashuvi bir nechta fanlar yoki mavzular bo'yicha bilimlar, tushunchalar va metodologiyalarni birlashtirish, shuningdek, yanada kengroq va bog'langan o'rganish tajribasini ishlab chiqarishni o'z ichiga oladi. Bu ta'limdagi eng yaxshi yondashuvlardan biridir.
Keywords. Multidisciplinary approach, ability integration, curriculum integration, multiple disciplines.
Ключевые слова. мультидисциплинарный подход, объединение способностей, интеграция учебных программ, несколько дисциплин.
Kalit so'zlar. Ko'p fanli yondashuv, qobiliyatlarni birlashtirish, o'quv dasturlari integratsiyasi, bir nechta fanlar.
INTRODUCTION
Language policy and language planning in the Sudan passed through four distinct stages: In the colonial times there was a clear-cut language policy: Arabic was for elementary education. English was for secondary education and college level. English was taught very economically, for the small groups that are to take the junior posts in the public service. At College level special English was to be taught for the prospective careers of the graduates. Towards independence some recognition was given to Arabic as a medium of instruction. After Independence there was no clear language policy. Matters were left to chance. After the conclusion of the Comprehensive Peace Agreement (CPA) between Sudan and South Sudan, the outline of language policy and language planning were drawn but they are yet to take shape and dimensions. There has been a general consensus of opinion often voiced by educationist and those concerned about the status of English language in the Sudan. All the parties who are concerned with the issue seem to unanimously agree that there has been a steady and continuous deterioration in the standards of English language amongst the students at all levels of education. This agreement has turned into an axiom that all people take for granted and over the years it has led to the development of uncompromising attitudes amongst all of the stakeholders. All these queries have to be taken on board if we are really keen to get into the depth of the problem. The
introduction of the multidisciplinary approach to teaching and the learning of the English language is intended to satisfy the demand for a broad education that will meet the needs of modern Sudan of knowledge. Institutions are doing their very best to prepare their students for the job market. METODS
This paper deals with two important approaches. The first one is what educationists call subject matter approach. The second one is the key term of this study, the multidisciplinary, or the integrated approach to teaching and learning. The simple descriptions of the terms are given below
• The subject matter approach is a teacher-centered approach where students are more passive participants in the learning process.
• A multi-disciplinary course involves different subjects of study in one activity.( Cambridge dictionary).
The Subject approach in this paper means the teaching and the learning of language in a traditional way, which also means breaking the language into discrete components and taught them separately. Disciplinary approach also considers English language as subject and should be separately taught apart from other school subjects. English language in Sudan for decade is taught as a different subject from Psychology, Philosophy, and History and so on. In this way, each subject has a well-defined boundary from which there is no connection to the other. The subject approach is the dominant approach in the Sudanese institutions. Multidisciplinary approach to language teaching is an old/new approach. It came into the field of education and other fields, around 1920s, and it has once again gained attention in the United States as an alternative, or as an extension, to a separate subject curriculum (Akins & Akerson, 2002; Goodlad, 2000; Perkins, 1991). "Teachers who emphasize a multidisciplinary approach usually keep the content of each subject intact, but they unite disciplines by organizing the curriculum around complex concepts, questions, themes, problems, or projects to capitalize on connections" (Akins & Akerson; Mansilla, iller, & Gardner, 2000; Ross & Frey, 2002) cited in Janet C. Richards and Kim T. Shea University of South Florida, Tampa, Florida. Multidisciplinary in this paper means the comprehension of an issue, problem or concepts through various related or discrete subjects or disciplines. Natural language acquisition occurs in context; natural language is never learned divorced from meaning; and multidiscipline instruction provides a context for meaningful communication to occur (Met, 1991 cited in Bashoum); as well as combining content with knowledge second language acquisition increases with the involvement of more than two disciplines, because students learn language best when there is an emphasis on relevant, meaningful content rather than on the language itself. DISCUSSION
There are many advantages in integrating more than one disciplines focusing on one problem, i.e. a multidisciplinary approach. Students are able to see and make connections, are required to make linkages among several subjects and disciplines. Students are enabled to explore the interrelationships between fields of knowledge. Students have a more unified sense of content and process. (Deborah, adeyemi 1998) The pace of changing the course books, methods of teaching and approaches are very slow. This means that too many 'lost generations' suffered through learning English by using out-of-date materials, Language is a living body. It changes rapidly. English language is especially particular in this regard. It changes round the
clock. Do we teach our learners English or the History of English? For decades we use the same token, theories and principles of language and language learning .We should change so as to keep up with the advances in the field. Don't we need to keep pace with the swift change in this area? Periods that last for a decade, a decade and a half, or two decades in the ages of language courses are extremely long and they will inevitably create more problems than they can solve. One strong cause of the unacceptable situation of English language in the Sudan is the slow pace of change of material and ways of teaching. We cannot just go on pretending that we do not see. The rationale also behind using multidisciplinary approach Rather than limit the learning to one subject, is that, it highlights the connection between traditional content -- such as language arts, science, math, and history. Interdisciplinary teaching increases students learning abilities. It helps them to develop better problem solving skills and knowledge. The interdisciplinary approach teaches students how to think critically when faced with difficult issues. It also Helps Students uncover Preconceptions, helps students overcome the tendency to support their preconceived notions. Teachers through the multidisciplinary approach can introduce students to subject content from different perspectives. It also challenges their existing notions and allows students to look at where they came from. Once the student has set their pre-existing notions aside, they allow themselves to adopt a range of methods that promote learning. Research shows that multidisciplinary teaching increases motivation for learning. It also increases the level of active engagement. Those who take part in multidisciplinary learning become more involved in the process and recognize the value of what they have learned. When compared to learning methods in isolation, students participating in multidisciplinary learning understand new information better. Cognitive skills can be developed when using multidisciplinary approach and the students can carry out complex tasks. Students develop both procedural and declarative knowledge, which is needed to solve complex problems. It enhances students' knowledge formation capacity, so they can engage in discussion of complex. Greater learning occurs when teachers expose a range of skills and meaningful insight about the educational process to students. Teachers using the multidisciplinary approach encourage students to examine the disciplines that focus on social interaction when studying problems. As a result, multidisciplinary learning advances students understanding of how to learn by combining ideas from multiple disciplines together. (Jackie Rowson 20013). In Sudan we lack the skillful Economists, journalist, politicians, engineers... who master the language as well as their specializations; it is a fact that English is the language of progress and development .It is widely accepted that majority of new knowledge is created by developed countries in which. CONCLUSION
Multidisciplinary found to be very efficient in Sudanese institutions because it increases cooperative teaching as well as learning. Knowledge can be transferred to real life settings and that by crossing boundaries among the disciplines. Students are able to develop their learning self-efficacy. It develops the tendency of team work in addressing and solving a problem with input from a large variety of views. Teachers enhance their knowledge of various disciplines.
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