Training of engineers on a bilingual basis: specifics of the English mathematical language

Due to globalization processes in higher education, the use of English as the medium of instruction is becoming more widespread in non-English-speaking countries. Bilingual education is actively being implemented in Ukraine, where professional disciplines are taught in a foreign language, primarily English. This article emphasizes that in bilingual education, the foreign language serves not only as a goal but also as a means of comprehending specialized knowledge. Consequently, the issues related to the nuances of employing a foreign language within specific subject areas, especially when teaching professional disciplines at technical universities, are highly relevant. The article underscores that, at present, only specific aspects of the challenges associated with bilingual higher education have been identified. A comprehensive concept of bilingual professional education in Ukraine has yet to be fully developed. In particular, the methodological and technological foundations for bilingual education in professional engineering and technical disciplines remain underdeveloped. The primary objective of this work is to explore the distinctive features of the English mathematical language within the context of bilingual training for future engineers. The article also analyzes the use of mathematical symbols in acquiring relevant linguistic conventions. It highlights various linguistic aspects of mathematical English texts and conducts a comparative analysis between mathematical and general literary language, examining their shared characteristics and differences. From this perspective, the article delves into the semantic and syntactic aspects of mathematical language, its vocabulary, terminology, and the role of symbols in mathematical expressions. Particular attention is devoted to the use of variables in standard expressions. Various types of variables are identified, including terms, characteristics, and references. The article introduces the concept of “highlighting a form in mathematical language and filling this form with variables”, essentially associating structure with content. The practical application of this concept results in the creation of mathematical templates or clichés, which are utilized in bilingual mathematics education. The article provides examples of such templates and illustrates how they can be employed. Practical experience confirms the effectiveness of this approach, especially when teaching higher mathematics in English to students pursuing engineering and technical specialties. It demonstrates that students can quickly grasp the fundamentals of the English mathematical language through this method