Integrating professional content into English for specific purposes courses in tertiary education ; Интеграция профессионального содержания в курс английского языка для особых целей в высшем пбразовании

[M. S. Suknović ]

Filološke nauke - Anglistika, Primenjena lingvistika, Metodika nastve jezika i književnosti / Philological Sciences English Studies, Applied Linguistics, Language and Literature Teaching Methodology

Ova disertacija predstavlja participativno akciono istraživanje koje u fokus stavlja integrisanu ESP nastavu, zasnovanu na CLIL načelima, postulatima kritičke pedagogije i konceptu emancipacije studenata. Istraživanje pruža sveobuhvatnu analizu stavova i praksi ESP nastavnika, institucionalne podrške i interdisciplinarne saradnje na fakultetima u Srbiji, ispitujući mogućnosti i izazove potencijalnog prelaska na integrisanu nastavu, kao i analizu percepcije studenata pre i posle implementacije integrisanog i emancipatorskog modela nastave. Naučni doprinos ovog rada se ogleda u oblikovanju jedinstvenog modela integrisane ESP nastave, zasnovanog na principima kritičke pedagogije i participativnog obrazovanja, čime se uz emancipaciju studenata prevazilazi tradicionalna podela između jezika i stručnog sadržaja. Pored teorijske sinteze ESP-a i CLIL-a, rad donosi empirijski utemeljene didaktičke pristupe koji podstiču kritičko mišljenje i akademsku autonomiju studenata. Dakle, eksperimentalni dizajn istraživanja podrazumeva implementaciju integrisane ESP nastave, kao i upoređivanje kontrolnih i eksperimentalnih (emancipatorskih) grupa, čime se omogućava procena efekata integrisane participativne ESP nastave u odnosu na tradicionalne pristupe. Disertacija se oslanja kako na kvantitativne tako i kvalitativne metode istraživanja. Upitnici za ESP nastavnike omogućavaju uvid u stavove i prakse ESP nastavnika, kao i izazove sa kojima se nastavnici suočavaju, stepen interdisciplinarne saradnje, percepcije o efikasnosti integrisanog pristupa, autentičnih materijala, i predloge za poboljšanje nastave. Upitnici za studente pružaju uvid u studentske stavove i percepcije (npr. važnost engleskog jezika za njihovu karijeru, jezičkih veština, efekti sprovođenja i evaluacije integrisane nastave, upotrebe autentičnih materijala, itd.) pre i nakon iskustva sa integrisanom nastavom. Autoetnografski metod kroz dnevničke zapise istraživača, u kojima su dokumentovani kritični incidenti, pruža dublju i jasniju sliku potencijala integrisane emancipatorske nastave. Ovi zapisi omogućavaju analizu refleksije istraživača o procesu i efektima rekonceptualizovane nastave, dajući kvalitativnu dimenziju istraživanju. Rezultati jasno ukazuju na prednosti integrisane ESP nastave u odnosu na tradicionalne modele podučavanja. ESP nastavnici prepoznaju potencijal ovog modela, ali ističu nedostatak institucionalne podrške, ograničene resurse, i druge izazove, a njihovi odgovori upućuju na potrebu za intenzivnijom interdisciplinarnom saradnjom. Dodatno, studenti su generalno, a posebno oni u emancipatorskim grupama, pokazali veću angažovanost i motivaciju, viši nivo akademske autonomije i bolje razumevanje stručnog sadržaja, a napredak je najprimetniji bio kod studenta sa skromnijim znanjem kojima je bilo potreban veći stepen podrške. Dakle, nalazi potvrđuju da integrisana ESP nastava, ukorenjena u kritičkoj pedagogiji i emancipatorskom pristupu, doprinosi većem angažovanju i motivaciji studenata, kao i unapređenju obrazovnog procesa, razvijajući kod studenata kritičko mišljenje, veštine analize, sinteze, argumentacije itd. Dalje, zaključci istraživanja naglašavaju važnost redefinisanja uloge ESP nastavnika, koja bi trebalo da obuhvata i uloge predavača, istraživača, evaluatora, kreatora kurseva i didaktičkih materijala, i saradnika. Predložene su konkretne mere za unapređenje ESP nastave, uključujući razvoj nastavnih planova koji integrišu sadržaj struke i jezičke kompetencije, jačanje interdepartmanske saradnje i primenu participativnih metoda učenja. Disertacija doprinosi teorijskoj raspravi o savremenim pristupima u visokom obrazovanju, pružajući empirijske dokaze o efikasnosti integrisane i emancipatorske ESP nastave. Korišćenjem akcionog istraživanja i autoetnografske refleksije, rad ne samo da preispituje postojeće nastavne prakse, već i predlaže konkretne strategije za njihovo unapređenje, doprinosеći razvoju interdisciplinarnog i participativnog pristupa u ESP obrazovanju.

This dissertation presents a participatory action research study focusing on integrated ESP instruction, grounded in Content and Language Integrated Learning (CLIL) principles, critical pedagogy, and the concept of student emancipation. The research provides a comprehensive analysis of ESP teachers’ attitudes and practices, institutional support, and interdisciplinary collaboration at universities in Serbia. It examines the possibilities and challenges of transitioning to integrated instruction, as well as students’ perceptions before and after experiencing the integrated and emancipatory teaching model. The scientific contribution of this research lies in the development of a unique model of integrated ESP instruction, based on critical pedagogy and participatory education, which bridges the traditional divide between language learning and specialized content while fostering student emancipation. Beyond theoretical synthesis of ESP and CLIL, this study offers empirically grounded didactic approaches that promote critical thinking and academic autonomy. The experimental research design involves the implementation of integrated ESP instruction and a comparative analysis of control and experimental (emancipatory) groups, allowing for an assessment of the impact of participatory ESP instruction compared to traditional approaches. The dissertation employs both quantitative and qualitative research methods. ESP teacher surveys provide insight into teaching practices, institutional challenges, interdisciplinary collaboration, and perceptions of the effectiveness of integrated instruction and authentic materials. Student surveys capture their attitudes and perceptions regarding ESP instruction, language skills, career relevance, and the impact of integrated learning before and after participating in integrated instruction. Additionally, an autoethnographic approach, through researcher diary entries documenting critical incidents, offers a deeper and clearer perspective on the potential of integrated emancipatory teaching. These records allow for an analysis of researcher reflection on the process and effects of reconceptualized instruction, contributing a qualitative dimension to the study. The results clearly indicate the advantages of integrated ESP instruction over traditional teaching models. While ESP teachers recognize its potential, they also highlight the lack of institutional support, limited resources, and other challenges, emphasizing the need for stronger interdisciplinary collaboration. Moreover, students—particularly those in emancipatory groups—demonstrated higher engagement, motivation, academic autonomy, and improved comprehension of specialized content. The most significant progress was observed in students with lower initial proficiency, who benefited from increased instructional support. The findings confirm that integrated ESP instruction, rooted in critical pedagogy and emancipatory principles, enhances student engagement and motivation while improving the overall learning process, fostering critical thinking, analytical skills, synthesis, and argumentation. Furthermore, the research underscores the importance of redefining the role of ESP teachers, which should encompass functions such as instructor, researcher, evaluator, course designer, and collaborator. Specific recommendations for enhancing ESP instruction include curriculum development that integrates specialized content and linguistic competence, strengthening interdepartmental collaboration, and adopting participatory teaching methods. This dissertation contributes to the theoretical discussion on contemporary approaches in higher education, providing empirical evidence of the effectiveness of integrated and emancipatory ESP instruction. Through action research and autoethnographic reflection, this study not only challenges existing teaching practices but also proposes concrete strategies for their improvement, supporting the development of an interdisciplinary and participatory approach to ESP education.

integrisana ESP nastava, CLIL, kritička pedagogija, emancipacija studenata, interdisciplinarnost, refleksivna praksa, autoetnografija, metodika nastave.

integrated ESP instruction, CLIL, critical pedagogy, student emancipation, interdisciplinarity, reflective practice, autoethnography, language teaching methodology

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