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The growing globalization of higher education necessitates the development of specialized courses that address the unique cultural and educational needs of international students. This article describes the experience of teaching the course "Fundamentals of Architectural and Construction Design" to a group of students from the People's Republic of China studying technical disciplines at the National Resear ch University "Moscow State University of Civil Engineering". It examines the challenges associated with developing courses in specialized subjects for Chinese students studying in Russian at Russian universities. A survey was conducted with 22 Chinese students to gather information about their needs and the difficulties they face while mastering the course "Fundamentals of Architectural and Construction Design". Factors influencing motivation were identified, and an assessment of language proficiency was carried out. The survey consisted of 10 questions with multiple-choice answers. The use of CLIL (Content and Language Integrated Learning) technology is proposed to enhance both language proficiency and comprehensi on of technical subjects. The importance of adapting course content, educational materials and teaching methods is emphasized to improve academic and social integration for students. Scaffolding methods employed by the instructor can help overcome language barriers and enhance the learning experience for Chinese students in a multicultural educational environment. Гиясова Ирина Викторовна – кандидат экономических наук , доцент кафедры «Архитектурно -строительное проектирование и физика среды », НИУ «Московский государственный строительный университет », Москва , Россия ; Гунина Наталия Александровна – кандидат филологических наук , доцент , заведующий кафедрой «Иностранные языки и профессиональная коммуникация », e-mail: natalya_gunina_mail.ru, ТамбГТУ , Тамбов , Россия . ВОПРОСЫ СОВРЕМЕННОЙ НАУКИ И ПРАКТИКИ . 114 Introduction The trend toward the internationalization of education has gained significant momentum in recent years, as universities seek to attract a diverse student body and prepare graduates for a globalized workforce. This movement is characterized by the development of tailor-made courses designed specifically for international students, addressing their unique needs and cultural backgrounds. For instance, institutio ns like Moscow National Research University of Civil Engineering (MGSU) offer specialized programs in engineering majors, which incorporate global perspectives and cross-cultural competencies. Similarly, other major universities in Russia provide customized pathways and support systems that facilita te the integration of international students into its academic community. Additionally, some universities, such as Tambov State Technical University (TSTU) offer International Foundation Programs to facilitate international studen ts’ transition into higher education by equipping them with essential academic skills, Russian language proficiency and cultural knowledge. Through these efforts, universities are not only enhancing their appeal to global learne rs but also enriching the educational experience for all students by fostering a multicultural learning environment. In the increasingly globalized landscape of higher education, the number of international students choosing to study at Russian universities is steadily rising. This influx brings several advantages, including improved positions in global rankings and enhanced reputation among prospective students. However, the growing presence of international students also presents challenges for universities, particularly the need to pr ovide customized courses that cater to their diverse needs. Traditionally, universities provide cour ses in the local language, although some also offer programs in English. English Medium Instruction (EMI) and Content and Language Integrated Learning ( CLIL ) have emerged as two prominent approaches for teaching in a fo reign language, particularly in non- native contexts. EMI primarily focuses on delivering academic content in English, catering for the needs of international students and fostering an English-speaking academic environment. In contrast, CLIL emphasizes the simultaneous development of both la nguage skills and subject content knowledge, aiming to enhance students’ proficiency in the target language alongside their understanding of specific disciplines. Numerous studies have explored the effectiveness and implic ations of these approaches, including research by Macaro (2018), examining the impact of EMI on student engagement and learning outcomes [1], Doiz (2006), focusing on linguistic demands of students and the need student s may feel for some form of language assistance [2], Dalton-Puffer (2011) and Kim (2018), investigating the pedagogical practices within CLIL classrooms [3, 4]. Multiple studies highlight the diverse educational strategies employed in universities worldwide, shedding light on how EMI and CLIL can shape student experiences and academic success in an increasingly interconnected world [5 – 7]. Content and Language Integrated Lear ning is an educational approach where subjects are taught in a foreign language. This method aims to promote both language proficiency and subject knowledge simultaneously, creating

Professionally oriented foreign language (POFL) teaching is crucial for globalized professionals. This article emphasizes the necessity of pedagogical principles for effective POFL instruction. Understanding these principles enables educators to design relevant curricula and e quip learners with necessary skills. Neglecting these principles leads to ineffective training, failing to prepare learners for real-world professional communication challenges . The authors also consider various methodological techniques for professionally oriented teaching of English, highlighting role-playing and case studies as the most effective teaching techniques. The article provides examples of tasks for role- playing games and case studies for students studying in the management field. It is noted that by incorporating a mix of these methodological techniques into professionally oriented training programs, trainers can create engaging, effective, and impactful learning experiences that cater to different learning styles and preferences