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This paper discusses the essentials of engineering discourse in the structure of the ESP training at Southern Federal University (SFU) (Taganrog, Russia). The purpose of this paper is to justify critical rethinking of existing programs of technical students training in foreign languages at SFU taking into account the increasing role of engineering discourse in the professional socialization of future engineers and to enable them to integrate into the international professional community. The undertaken analysis strives to find the way to change the teaching practice of ESP. There are two levels of foreign language acquisition at SFU. At the first level students study any foreign language in a context of the general language. And at the second level they get conceptual knowledge to acquire scientific and professional terminology of any foreign language in order to become a professional language personality. To support these objectives a series of text books on ESP courses (Computer Engineering, Radio Engineering, Electronic Engineering etc.) have been developed at the foreign languages department SFU. The textbook "Computer Engineering" has been considered in details in this article. The authors have suggested directions in which the discourses of engineering education and practice need to change so that the engineering profession can achieve the goals stated in its professional codes.

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The purpose of this work is to analyze domestic and foreign theoretical material and practical experience of using an interdisciplinary approach in teaching foreign languages in a non-linguistic University, in order to identify the most effective approach or model. Results: after studying and analyzing the existing theoretical and practical experience of teaching foreign languages, the authors came to the conclusion that the method of content-language integrated learning is the most effective within the framework of an interdisciplinary approach, since it allows integrating the content of a professional discipline and a foreign language in the learning process. The article defines the method of content-language integrated learning, considers the models of using this method, and provides examples of practical use of this method in teaching students of a non-linguistic University. With this approach, a foreign language becomes a means of learning from the goal of learning, which leads to an increase in students ' motivation. Conclusion: the article analyzes the advantages of using this method, as well as notes the objective difficulties and possible problems.

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