Immersive technologies and the practice of foreign language teaching for students of computer science specialities

Abstract

The problem of digital transformation, which arose as a result of global processes of forming a new type of society, is an integral part of professional development at the current stage of human development. This bright trend is also reflected in education, especially during the training of IT students, where old methods of work are no longer relevant, because they do not take into account the needs of today. The traditional didactic paradigm does not form an individual educational trajectory and does not develop the skills of international interaction of future specialists in the labor market. Using the example of an educational program for students of computer specialities, the article proves the effectiveness of digital bilingual education, which differs from traditional forms because its methodological schemes involve the use of a foreign language not only as a tool of the humanitarian cycle, but also as a means by which speciality subjects are taught. In order to develop immersion, that is, a type of digital bilingual education where a large number of subjects are studied in a foreign language, it is necessary to perform a complex task that requires colossal training at various levels – a sufficient informational and material university base and a powerful scientific and methodological potential among professors and teachers stuff. Learning conditions within bilingual programs are implemented mainly in English and require correct planning from the administration, and new forms of preparation for classes from the lecturers. In the educational environment, the use of augmented and virtual reality technologies begins – in order to visualize the educational material, supplement it with visual information materials by reading QR code with smartphones, tablets and other gadgets, increase motivation and interest in learning. An important role is played by the ability to work in tandem (a practice widely used by European educational institutions), as well as the ability to self-educate. It is necessary not only the cooperation of teachers of language disciplines with specialized departments and guarantors of specialities, but also access to the resources of other countries, the creation of a special environment that will promote high-quality teaching, learning and use of the English language.