METHODOLOGICAL SPECIFICITIES AND DIFFICULTIES OF TEACHING LATIN WITHIN AN “ENGLISH MEDIUM” PROGRAM
- Authors: Khokhlova L.A.1
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Affiliations:
- Northern State Medical University
- Issue: No 3 (71) (2025)
- Pages: 47-55
- Section: PEDAGOGICAL SCIENCES
- URL: https://journal-vniispk.ru/2073-8439/article/view/361514
- DOI: https://doi.org/10.24888/2073-8439-2025-71-3-47-55
- ID: 361514
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Abstract
At the beginning of this century English has gained the status of the international communication language. Many leading Russian universities offer education in English (an intermediary language), which makes it possible to neutralize the problems associated with ethnic and national diversity of students' groups. The manuscript objective is to analyze the methodological features and approaches to teaching English Medium Instruction program ―Latin Language and Fundamentals of Medical Terminology‖ to international students. Ma-terial and Methods: The study was conducted at the Northern State Medical University, which has been training international students since 1991. Theoretical methods including the analy-sis of literature sources and the discipline's educational and methodological complex were used. A survey of faculty members and international students was conducted. A general de-scription of the discipline is given. Each of its sections (anatomical, clinical, pharmaceutical terminology) is considered from the view point of teaching specifics in the intermediary lan-guage and characteristics of the material perception by international students. Linguistic as-pects of English interfering with the effectiveness of the discipline mastering by international students are explored. Difficulties that faculty members face when teaching international stu-dents are analyzed. The most interesting aspects of studying Latin and students' suggestions for improving the educational process are revealed. Conclusions: Teaching Latin in heteroge-neous, multi-level, multinational student groups with instruction in the intermediary language is a complex process due to: 1) limited class hours; 2) varying levels of international students' language proficiency; 3) the specificity of anatomical, clinical, and pharmaceutical terminol-ogy requiring instructors to know numerous synonyms for explanation; 4) linguistic differenc-es between Latin and English systems; 5) the need for methodological approach adaptation.
About the authors
Larissa A. Khokhlova
Northern State Medical University
Author for correspondence.
Email: nsmu.lkhokhlova@yandex.ru
ORCID iD: 0009-0008-0079-8952
Russian Federation, Arkhangelsk
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