THE ROLE OF ENGLISH IN DEVELOPING THE PROFESSIONAL COMMUNICATIVE COMPETENCE OF INFORMATION SYSTEMS AND TECHNOLOGIES STUDENTS

Abstract

This article examines the role of English in developing the professional communicative competence of Information Systems and Technologies students. A focused documentary analysis and conceptual synthesis connect recent Uzbek policy documents, computing curriculum guidance and scholarship on language education. The study identifies four educational functions of English: accessing professional knowledge, expressing technical reasoning, coordinating collaborative work and mediating between specialist and non-specialist audiences. Its methodological results comprise a competence framework, a task alignment matrix and an assessment procedure. Content and Language Integrated Learning (CLIL) is used to explain how disciplinary understanding and language development can be planned within the same learning activity. The analysis argues that terminology knowledge becomes professionally useful when students employ it to interpret evidence, clarify requirements and justify decisions. Proposed teaching sequences combine documentation reading, professional discussion, written products and reflective revision. English proficiency and technical competence require related but distinguishable assessment evidence. The article is a conceptual study without participant data; the proposed framework requires empirical validation before its effectiveness can be established.