INNOVATIVE DIFFERENTIATION STRATEGIES FOR TEACHING FOREIGN LANGUAGES TO NON-PHILOLOGICAL SPECIALTIES IN HIGHER EDUCATION
DOI:
https://doi.org/10.5281/zenodo.16886289Keywords:
Differentiated instruction, foreign language acquisition, higher education, non-linguistic students, learner adaptation, technology-assisted learning, professional context.Abstract
The growing demand for foreign language proficiency among non-philological specialists necessitates the development of effective and adaptive teaching strategies. This article explores innovative approaches to differentiated instruction in higher education, focusing on the needs of students from non-linguistic fields. It reviews theoretical foundations, outlines modern methodological tools, and discusses practical models for integrating professional context into language instruction. Emphasis is placed on technology-assisted learning, individualized task design, and collaborative project-based activities. The findings highlight that differentiated teaching fosters learner motivation, supports professional skill development, and ensures equitable access to language education.
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