Keyword: «genre-based pedagogy»

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.