Keyword: «разработка учебных программ»

In the context of the globalization and internationalization of higher education, professional musicians must possess English language proficiency sufficient to participate in international master classes, collaborate with foreign colleagues, apply for grants, and access authentic professional materials. Professional communication among musicians is characterized by multimodality, high contextual dependence, and the close integration of verbal language with gestures, sound, and demonstrations–features that distinguish it significantly from standard academic discourse. However, current approaches to teaching English in conservatories and university music departments often fail to address these specific linguistic and professional needs of music students, resulting in insufficient levels of communicative competence and restricted professional mobility. The objective of this study is to develop a comprehensive model for teaching English to students in university music departments – a model designed to bridge the gap between general language instruction and the specialized communicative needs of professional musicians. The primary methodological approach involves a comprehensive theoretical synthesis that integrates the concepts of English for Specific Purposes (ESP), task-based learning methodologies, the principles of Content and Language Integrated Learning (CLIL), and needs analysis models. Key Findings: The proposed model comprises four interconnected components: a needs analysis system adapted specifically to the context of music education; principles for curriculum design utilizing authentic musical content; pedagogical strategies for fostering communicative competence through professionally relevant tasks; and assessment procedures aligned with the requirements of professional communication. Specific implementation mechanisms and effectiveness criteria have been developed for each of these components. The theoretical significance of this research lies in its contribution to the theory of English for Specific Purposes instruction through the development of a specialized pedagogical model for music education – a model that effectively integrates linguistic, cognitive, and professional-musical dimensions. The practical significance lies in providing curriculum developers and educators with concrete recommendations for creating effective language programs that enhance the professional competence and international mobility of music graduates.