THE STATE OF INTEGRATING TEACHING OF PROFESSIONALLY-ORIENTED ENGLISH FOR FUTURE SOCIAL WORKERS IN MODERN HIGHER EDUCATION INSTITUTIONS

Abstract

Summary. The capacity for foreign language professional communication is integral for specialist training, particularly in social work, where successful activity relies heavily on communicative competence. This dependence necessitates a scientifically organized system of integrated teaching of professionally-oriented English for future social workers in higher educational institutions to enhance their preparedness in the dynamic modern labor market.

The article aims to investigate and characterize the current state of integrated professionally-oriented English for future social workers in Ukrainian universities.

Theoretical methods (analysis, synthesis, generalization) were used. The empirical phase involved a survey among 120 students (Specialty 231 «Social Work») from three leading Ukrainian higher educational institutuions (including Ushynsky University, Mechnikov University, and Cherkasy National University). The questionnaire assessed motivation, compliance of acquired knowledge with expectations, organizational deficiencies, and market potential.

The survey showed 50% of students recognize English necessity for future work, yet only 20% confirmed specialty-oriented teaching. A decisive majority advocated for increasing contact hours. Key deficiencies identified: low internal motivation, limited use of modern interactive methods, and a critical lack of systematized exercises directly aimed at developing professional English communication skills. This disparity confirms that current training content fails to meet student expectations and labor market demands.

The originality lies in the comprehensive empirical analysis of the integrated English preparation for social work students, quantitatively demonstrating a critical mismatch between students' awareness of the language's importance and the inadequate professional focus, volume, and methodological quality of the current teaching process, thus identifying key deficiencies.

Further research must prioritize the systematic analysis of the existing curricular and methodical framework. This analysis will serve as a foundation for developing and implementing new, highly effective integrated teaching methodologies to elevate the level of English proficiency among future social workers.