Rong Zhang

The relevance of the study is determined by the processes of internationalisation of higher music education and the expansion of musicians’ professional practices, which require discipline-oriented proficiency in English, including work with English-language scholarly sources and programme notes, participation in international master classes and festivals, professional interaction in rehearsal settings, and the development of a digital professional profile (portfolio, applications, communication with institutions). At the same time, existing English language courses in music universities remain largely oriented towards General English or generalised Academic English, which results in a mismatch between traditional ELT/ESP approaches and the actual linguistic, cognitive and communicative needs of future musicians, especially in contexts of multimodal (combining verbal, auditory, visual, and gestural means) professional communication. The aim of the study is to conceptualise English for Musicians as a structured complex of intralinguistic varieties (registers and genres) and to develop an intralinguodidactic teaching model that enables guided acquisition and switching between key musical subdomains: academic, professional-rehearsal, and digital/promotional. The theoretical and methodological framework of the study is grounded on the principles of Russian intralinguodidactics and integrates international approaches from ESP, CLIL, genre pedagogy and systemic functional linguistics, which conceptualise professional language use as part of a broader social semiotic system. Methodologically, the model was developed within a mixed-methods design with data triangulation, including a comparative analysis of ELT/ESP/CLIL frameworks, an analysis of educational needs of students and subject-specific faculty, and corpus-based and genre-oriented analysis of authentic English-language musical texts. The results of the pilot implementation at the undergraduate level demonstrate positive dynamics in the development of terminological accuracy, stability of discipline-specific collocations, genre awareness and pragmatic appropriateness of professional communication, as well as increased communicative fluency in typical professional scenarios. The theoretical significance of the study lies in the operationalisation of intralinguodidactic principles for discipline-specific language education and in clarifying the status of English for Musicians as a system of interconnected registers and genres rather than a single ESP sublanguage. The practical significance consists in the potential integration of the proposed model into music university curricula and the use of its modular structure for updating programmes, learning materials and assessment criteria aligned with real professional practices.

Current trends in the development of modern education are focused on the implementation of interdisciplinary approaches that promote the development of a harmoniously developed student. In this context, interest in the use of music as a resource with the unique potential for a comprehensive impact on the cognitive and emotional spheres is growing. Musical genres, characterized by expressiveness and diversity, are considered an effective means of developing the linguistic, communicative, and creative abilities of schoolchildren, making them a popular tool in the general education system. The aim of this study is to identify the educational potential of integrating musical genres into the educational process to stimulate speech development, creative thinking, artistic self-expression, and problem-solving. The methodological basis of the study is based on a comprehensive approach, including theoretical analysis of scientific literature, comparison of empirical data, and elements of pedagogical modeling. Particular attention is paid to studying the relationship between the perception of musical works and the stimulation of students' verbal and creative activities. The results of the study demonstrate that integrating a musical component into the educational process not only enriches learning content but also develops multidimensional competences, including communicative, creative, and meta-subject skills. Music is considered as a universal language of emotional and semantic expression, enhancing motivation for learning, expanding vocabulary, and stimulating cognitive activity. The theoretical significance of the study lies in its substantiation of the role of music as a mediator between students' emotional and cognitive activity. Its practical significance lies in the development of recommendations for integrating musical genres into the school curriculum as a resource for comprehensive development and preparing students for effective performance in a dynamic and innovative society.