Interdisciplinary Approach Implementation In Teaching English as a Foreign Language

Despite the significant achievements of science in the interdisciplinary approach implementation in students' education, the results of theoretical and empirical research are not widely used in a secondary school class. In particular, it concerns teaching English. The demands placed on individuals today are far beyond the mere acquisition of a language. Students are expected to have a wide range of knowledge and skills as well as personal qualities that equip them to compete in the modern job market. English must be not so much a separate subject as a means of obtaining information from various spheres of human activity. Holistic learning nurtures students' disposition to move beyond learning multiple isolated facts and seek understanding of consequence, conduct critical analysis of complex issues, and synthesize perspectives in quality interdisciplinary work. The analysis of teachers' experience shows that in most cases they have been teaching language for the sake of language alone; moreover they don't establish any significant links with other school subjects. The reference to knowledge from other sciences is fragmentary and unmotivated. The article describes the results of an experiential learning of secondary school students. The objective was to improve their English written-language skills by conducting specially designed interdisciplinary classes. The rationale for introducing the interdisciplinary approach into the wide practice of teaching English as a foreign language is presented on the basis of the obtained results.