AN INTEGRATED ESP–CLIL–EMI–TBLT MODEL FOR ENHANCING PROFESSIONAL COMMUNICATION IN SPORTS EDUCATION

Abstract

The paper presents an integrated methodological model for developing professional communicative competence of students in sports education through the coordinated use of English for Specific Purposes (ESP), Content and Language Integrated Learning (CLIL), English as a Medium of Instruction (EMI), and Task-Based Language Teaching (TBLT). The scientific novelty of the proposed model lies in linking a sports-oriented terminological minimum with a staged instructional cycle that moves learners from professional input to guided practice, task performance, reflection, and transfer to authentic communication. The model treats sports terminology not as an isolated vocabulary component but as a functional resource for professional discourse, decision-making, interaction, and performance in realistic sport-related situations.