Methodology Of Teaching The Mother Tongue In Technical Schools Based On Profession-Oriented Education

Abstract

This article develops a profession-oriented methodology for teaching the mother tongue in technical schools. The research problem is that language lessons in professional education often remain too general and grammarcentred, whereas learners need accurate speech and writing for real workplace situations. The article proposes a four-stage methodological model consisting of diagnosis, professional content selection, communicative production and assessment through practical language products. The model was illustrated through a pilot class design with 64 learners and five competence indicators: terminology accuracy, formal writing, oral presentation, reading of workplace texts, and editing according to language norms. The descriptive results show that the average score increased from 52.4% to 76.2%, with the strongest progress in editing and language norms. The study argues that mother-tongue teaching in technical schools should integrate professional terminology, authentic texts, document writing, role-play and rubric-based feedback. The practical value of the article is that the model can be adapted to different specialties without rejecting the general objectives of the mother-tongue curriculum