Foreign language teaching for specific purposes: basic aspects

Abstract

The present article is an attempt to understand, analyse and provide an overall picture on basic aspects of English for Specific Purposes: its definition, scope, historical background, characteristics, types and aims. It also discusses the ESP teaching objectives, the role of ESP teacher and the training process to become an ESP teacher, the purpose of an ESP course and an ESP program.We see a clear rationale, amongst the variety of contradicting views on ESP policy, in coming to an agreement finally that ESP is the teaching of English to the learners who have specific goals and purposes: professional, academic or scientific.The article analyses the main roles and functions of teachers of foreign languages for specific purposes. It outlines the general tasks and responsibilities of higher education teachers whose professional activity is multispectral and multifunctiona; it also analyses the ESP courses and their specific features

Full text

Педагогічна освіта Scientific Journal «ScienceRise» №3/5(20)2016
18
УДК 378.02:372.8:37.018.554(045)
DOI: 10.15587/2313-8416.2016.64803
FOREIGN LANGUAGE TEACHING FOR SPECIFIC PURPOSES: BASIC ASPECTS
© S. Grynyuk
The present article is an attempt to understand, analyse and provide an overall picture on basic aspects of Eng-
lish for Specific Purposes: its definition, scope, historical background, characteristics, types and aims. It also
discusses the ESP teaching objectives, the role of ESP teacher and the training process to become an ESP teach-
er, the purpose of an ESP course and an ESP program.
We see a clear rationale, amongst the variety of contradicting views on ESP policy, in coming to an agreement
finally that ESP is the teaching of English to the learners who have specific goals and purposes: professional,
academic or scientific.
The article analyses the main roles and functions of teachers of foreign languages for specific purposes. It out-
lines the general tasks and responsibilities of higher education teachers whose professional activity is multispec-
tral and multifunctiona; it also analyses the ESP courses and their specific features
Keywords: English for Specific Purposes, ESP definition, ESP evolution, ESP teaching objectives, ESP teacher,
ESP teaching and learning, ESP course
У статті здійснено спробу проаналізувати, узагальнити та скласти повну картину щодо основ викла-
дання іноземної мови за професійним спрямуванням. Досліджуваними аспектами виступають: історич-
не підґрунтя появи та закріплення відповідного концепту у мовознавстві i методиці викладання інозем-
ної мови, його дефініція, характеристики та різновиди іноземної мови за професійною складовою. У
статті аналізуються основні ролі та функції викладача іноземної мови за професійним спрямуванням;
досліджується мета, завдання та зміст курсу іноземна мова за професійним спрямуванням
Ключові слова: іноземна мова за професійним спрямуванням (ІПС), еволюція ІПС, дефініція ІПС, цілі,
мета, завдання курсу ІПС, роль та функції викладача
1. Introduction
English for Specific Purposes (ESP) reflects the
worldwide interest in the study of English. Among the
factors influencing the creation of this academic subject
are the following:
– the introduction of governmental mass education
programs with English as the first or the foreign language;
– the need of English as a common medium of
communication and a consequence of the growth of
business and increased occupational mobility;
– the facilitation of access to scientific and tech-
nical literature.
ESP has developed its own methodology and its
research draws on research from various disciplines. ESP
has always been with needs analysis and preparing learn-
ers to communicate effectively in the tasks prescribed by
their field of study or work situation.
2. Stating a problem. ESP: definition, evolu-
tion, types
From the the second half of the 20th century, Eng-
lish for Specific Purposes has grown to become one of the
most prominent areas of English foreign language teaching
today. Long scientific debates in this domain and shared
opinions amongst educators have resulted in defining ESP
as: “…the area of inquiry and practice in the development
of language programs for people who need a language to
meet a predictable range of communicative needs”. There-
fore, English for Specific Purposes today presumes teach-
ing of English as a foreign language regarding specific
profession, subject or purpose.
Hutchinson and Waters [1] noted that two key his-
torical periods breathed life into ESP. The first was the
end of the Second World War bringing with it an “ ... age
of enormous and unprecedented expansion in scientific,
technical and economic activity on an international scale
for various reasons, most notably the economic power of
the United States in the post-war world, the role [of in-
ternational language] fell to English”. The second was
the Oil Crisis of the early 1970s resulted in Western
money and knowledge flowing into the oil-rich countries;
the language of this knowledge became English.
The birth of ESP and its origin have been much
discussed by the scientific elite and successfully led to
stating three reasons common to the emergence of all
ESP: the demands of a Brave New World, a revolution in
linguistics, and focus on the learner [1]:
The first reason means the expansion of demand
for English to suit specific needs of a profession. Where-
as English had previously decided its own destiny; rather,
it now became subject to the wishes, needs and demands
of people other than language teachers.
The second reason is the developments in the filed of
linguistics. The attention shifted from defining formal lan-
guage features to discovering the ways in which language is
used in real communication, causing the need for the devel-
opment of English courses for specific group of learners.
Whereas traditional linguists describe the features
of language, revolutionary pioneers in linguistics began
to put accent on the ways in which language is used in
real communication. Hutchinson and Waters point out
that one significant discovery was in the ways that spo-
ken and written English vary. This idea was taken foe-
ward. If language in different situations varies, then tai-
loring language instruction to meet the needs of learners
in specific contexts is also possible.

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The third reason is educational psychology.
Learner’s needs and interests have an influence on their
motivation and effectiveness of their learning. Rather
than simply focus on the method of language delivery,
more attention was given to the ways in which learners
acquire language and the differences in the ways lan-
guage is acquired. Learners were seen to employ differ-
ent learning strategies, use different skills, enter with
different learning chart, and be motivated by different
needs and interests. Therefore, focus on the learners’
needs became equally paramount as the methods em-
ployed to disseminate linguistic knowledge. Designing
specific courses to better meet these individual needs was
a natural extension of this thinking [2].
3. Literature review
The analysis of theoretical literature concerning
ESP phenomenon has shown that it sprang into being in
1950s and 1960s when there was an expansion of scien-
tific, technical and economic activities on an international
scale referring to the works of Dudley-Evans and St. John.
It gradually developed into a multilayered complex lan-
guage approach which primarily based on learners’ specif-
ic needs required by their professions or occupations.
The area of linguistic interest labeled as ESP was
proven to have a universal dimension through the con-
cept of language for specific purposes and a language-
specific perspective through the insights explored into
various European languages.
For the last decades, there have been conducted
numerous studies on different aspects of ESP (T. Dudley-
Evans [3], T. Hutchinson [1], P. Strevens [4], H. Bas-
turkmen [5, 6]); the series of works are dedicated to the
importance of learners’ needs analysis and target situa-
tion analysis in the process of ESP teaching (T. Hut-
chinson [1], R. West, M. Long). Some works are devoted
to ESP curriculum development (H. H. Stern [7], J. Ew-
er). The significant researches have been conducted on
the aspects of discourse and genre analysis in ESP teach-
ing and different approaches to the learning of ESP
(T. Dudley-Evans [3, 8], T. Hutchinson [1], D. Biber,
Ch. Candlin, N. Fairclough, A. Henry, T. Yakhontova,
O. Synekop).
The problem of ESP is not new to Ukrainian higher
educational system. Of great interest here are the research-
es dedicated to ESP courses, including the courses for
business students and of information sciences (S. Dyudya-
kova), for students in travel and leisure management, for
the students in engineering (I. Chirva), and for the students
of medicine. For instance, Y. Bulakhova proposed inte-
grated multimedia use while teaching students of infor-
mation sciences, V. Strilets focused on teaching reading
and writing, implementing a project to create a site with a
focus on its content for those studying business.
Most English teachers in Ukraine who have been
trained and prepared in the areas related to linguistic
competence, literature and cultural knowledge but they
were not prepared enough to effectively teach ESP
courses alone to other professional fields such as science,
engineering, or computer technology. Thus, the provision
of a proper professional training for ESP teachers or
practitioners in Ukrainian higher educational system and
their professional adaptation to teaching ESP with the
perspective of their sustainable development was the first
step to the improvement of the current situation with
teaching ESP in Ukraine.
3. Main part
Despite the time length ESP had in its disposal to
mature, in the process of its becoming, there was confu-
sion amongst the ESP community in defining and inter-
preting meaning that the educators attached to it. Thus,
some described ESP as simply being the teaching of Eng-
lish for any purpose that could be specified. Others were
more precise describing it as the teaching of English used
in academic studies; or the teaching of English for voca-
tional or professional purposes.
To lessen the weight of pressure and the ambigu-
ity of the question meaning to have more or less clear
idea of the discussed issue, an extended definition in
terms of “absolute” and “variable” [9] characteristics
was given.
Suggesting the absolute characteristics, ESP is de-
signed to meet specific needs of the learners; it makes
use of the underlying methodology and activities of the
disciplines it serves; and it is centred on the language
(grammar, lexis, register), skills, discourse and genres
appropriate to these activities.
Considering the variable characteristics, ESP may
be related or designed for specific disciplines. In specific
teaching situations, it may use a different methodology
from that of general English. It is generally designed for
intermediate or advanced learners, as well as for adult
learners, either at a tertiary level institution or in a pro-
fessional work situation. Sometimes, it could be used for
learners at secondary school level, depending on the need
and expedience of the situation. Most ESP courses as-
sume basic knowledge of the language system.
Due to the discipline or professional area when
ESP takes place, we categorize it into: English for aca-
demic purposes (EAP), English for occupational purpos-
es (EOP), English for vocational purposes (EVP), and
English for medical purposes (EMP), English for busi-
ness purposes (EBP), English for legal purposes (ELP),
and English for sociocultural purposes (ESCP) (Belcher
2009) [9, 10].
English for Academic Purposes (EAP), involving
pre-experience, simultaneous/inservice and post-experien-
ce courses, encompasses English for (Academic) Science
and Technology (EST), English for (Academic) Medical
Purposes (EMP), English for (Academic) Legal Purposes
(ELP), and English for Management, Finance and Eco-
nomics. English for Occupational Purposes (EOP), for the
study in a specific discipline (pre-study, in-study, and post-
study) or as a school subject (independent or integrated),
includes English for Professional Purposes (English for
Medical Purposes, English for Business Purposes – EBP)
and English for Vocational Purposes (Pre-vocational Eng-
lish and Vocational English). EOP refers to English for
professional purposes in administration, medicine, law and
business, and vocational purposes for non-professionals in
work (language of training for specific trades or occupa-
tions) or pre-work situations (concerned with finding a job
and interview skills) [9].

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ESP Teaching Objectives
Stern (1989, 1992) [7, 11] distinguished four
types of ESP teaching objectives: proficiency, know-
ledge, affective, and transfer. Proficiency objectives con-
cern mastery of skills such as reading, writing, listening,
and speaking. Knowledge objectives concern the acquisi-
tion of linguistic and cultural information, where linguis-
tic knowledge objectives include language analysis and
awareness of the systematic aspects of language, cultural
knowledge objectives include control of socio-cultural
rules i.e. mastery of the norms of society, values, and
orientations and the ability to recognize culturally signif-
icant facts, knowing what is acceptable and what is not.
Affective objectives concern the development of positive
feelings toward the subject of study; they include atti-
tudes toward attaining second language competence, so-
cio-cultural competence, and language learning. Transfer
objectives concern the ability to generalize from what has
been learnt in one situation to other situations.
In its turn, Helen Basturkmen (2005) [6] describes
the five broad objectives in ESP teaching:
1) revealing subject-specific language use;
2) developing target performance competencies;
3) teaching underlying knowledge;
4) developing strategic competence and
5) fostering critical awareness.
Revealing subject-specific language use is linked
to the linguistic knowledge objective and to the cultural
knowledge objective in Stern’s (1992) categorization.
Teaching oriented to this objective aims to show how
English is used in the target environment and to impart to
students the knowledge about it that has been revealed by
linguistic research in the field. Developing target per-
formance competencies can be described as an approach
focused on developing the ability to perform the activi-
ties of an occupation and function to the standards ex-
pected of those employed in that occupation. She also
adds that teaching oriented toward this objective presents
language operationally in terms of what people do with
language and the skills they need to do it. Courses are
organized around core skills and competencies that are
also subdivided into microskills and more specific com-
petencies. This orientation can be categorized as a profi-
ciency objective, according to Stern’s classification
(1992). Teaching underlying knowledge means that the
ESP teacher should be aware of the fact that using a se-
cond or foreign language for workplace or study purpos-
es requires not only linguistic proficiency and knowledge
but also knowledge and understanding of work-related
and disciplinary concepts. Developing strategic compe-
tence refers to a three-part model of specific-purpose
language ability comprising language knowledge (gram-
matical, textual, functional, and sociolinguistic), back-
ground knowledge, and strategic competence (assess-
ment of the external context and engaging a discourse
domain). Douglas [12] argues that strategic competence
acts as a “mediator” between the external situational con-
text and the internal language and background
knowledge that is needed to respond to the communica-
tive situation. Strategic competence is the link between
context of situation and language knowledge and can be
defined as the means that enables language knowledge
and content knowledge to be used in communication.
Fostering critical awareness means in this context to
help English language learners meet the demands and
expectations of the target environment, to close the gap
between the students’ present state of skills and
knowledge and the level required by members of the tar-
get environment. Instructions aiming at raising students’
critical awareness would involve discussion how norms
and communicative practices in the target environments
become established, encouraging students to critique any
negative aspects, and making them aware of ways to try
to change or modify the situation so as to position them-
selves better in relation to it.
The Role of the Teacher
ESP has a lot in common with teaching of general
foreign language. However, in both cases it is necessary
to consider linguistic development and methodology; to
have insights in contemporary ideas regarding the posi-
tion and role of foreign language teachers as well as the
position and the role of foreign language learners; to face
new technologies offered as a means improving the pro-
cess of teaching and learning Foreign Language for Spe-
cific Purposes.
In this context, the ESP teacher must fill many
roles and acquire certain knowledge. Dudley Evans [3]
describes the true ESP teacher as the one who performs
five different roles; they are:
1) teacher;
2) collaborator;
3) course designer and materials provider;
4) researcher;
5) evaluator.
Thus, he or she is responsible for organizing
courses, setting learning objectives, establishing a pos-
itive learning environment in the classroom, and eval-
uating student progress. In the light of our problem,
organizing courses means setting learning goals,
transforming them into an instructional program with
the timing of activities. This is, in actual flow, select-
ing, designing and organizing course materials, sup-
porting the students in their efforts, and providing
them with feedback on their progress. Setting goals
and objectives means the arrangement of the condi-
tions for learning in the classroom and setting long-
term goals and short-term objectives for student’s
achievements. The knowledge of students’ potential is
central in designing a syllabus with realistic goals that
takes into account the students’ concern in the learn-
ing situation. Creating a learning environment means
creating the atmosphere in the classroom for acquiring
language proficiency by means of using the language
in interaction with other speakers. Here the teacher
should create an atmosphere in the language class-
room, which encourages the students. Learners must
be self-confident in order to communicate, and the
ESP teacher bears the responsibility aiming in build-
ing the learner’s confidence. Evaluating students sees
a teacher as a source of information that helps students
identify their language learning problems and find
solutions to them, find out the skills they need to focus
on, and take responsibility for making choices which
determine what and how to learn.

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The first role as “teacher” is synonymous with
that of the “general english” teacher. In terms of the ESP
theory and practice, the ESP teacher must first work
closely with field specialists to meet the specific needs of
the learners and adopt the methodology and activities of
the target discipline. The second role can emerge from
such a collaboration that does not have to end at the de-
velopment stage and can extend as far as provide teach-
ing. When team teaching is not a possibility, the ESP
teacher must collaborate more closely with the learners,
who will generally be more familiar with the specialized
content of materials than the teacher him or herself.
Both “general english” teachers and ESP teachers
are often required to design courses and provide materi-
als. ESP practitioners are obliged to develop original
materials; it is here that the ESP teacher’s role as “re-
searcher” is especially important. The elaborated materi-
als should provide the classroom audience with appropri-
ate material background.
The final role as “evaluator” might possibly be
the most neglected, however; few empirical studies, that
test the effectiveness of ESP courses, have been made.
They provided the education community with the re-
sults in this domain.
Training of ESP Teachers
Through training, ESP teachers are equipped with
the necessary knowledge and tools to deal with their own
students’ fields of specialization. A professional ESP
teacher must be able to shift from one professional area
to another without being obliged to spend months on
getting to be ready and started. He or she simply applies
the necessary tools, frameworks, and principles of course
design to new material. The material should always be
authentic, up-to-date, and relevant for the students’ spe-
cializations.
Bojović (2006) [13] argues that the majority of
teacher training courses include four basic elements:
1. Selection process. It is necessary because not
every human being would become an adequate language
teacher. Potentially ineffective individuals should be dis-
couraged from entering the profession by adequate pre-
training or post-training selection procedures.
2. Continuing personal education. Teachers should
be well-educated people. Minimum standards accepted for
teachers vary from country to country as well as there
are variations in how the trainee’s personal education is
improved.
3. General professional training as an educator
and teacher. This element involves what all teachers need
to know regardless of which subject they teach – the
components are as follows:
1) Educational psychology, the study of child de-
velopment, social psychology, and the principles of edu-
cational thought. The component intends to lead the
trainee to understanding of the nature of education.
2) An outline of the organization of education in a
particular country. It means that the teacher should be
aware of the different kinds of schools, of normal and
unusual pathways through educational network, of re-
sponsibility, control and finance, of sources of reform
and change, of the main features of history of education
in the country where he or she will teach.
3) An awareness of the moral and rhetorical func-
tion of the teacher: the formation of standards, character,
enthusіasm.
4) Knowledge of, skіll in, class management, dis-
cipline and handling of various groups of students.
5) Knowledge of, skill in, basic instructional tech-
niques, and understanding teacher-learner interaction.
6) Acceptance of the fundamental need for the
preparation of lessons.
7) Understanding the role of curriculum, syllabus
and teaching materials.
8) A teacher should be committed to keeping in
touch with the teaching profession.
4. Special training as a teacher of a foreign or se-
cond language. The complexity of the process, which
constitutes the core of most teacher traіning courses, can
be simplified if the distinction is made between three
aspects of it. These are:
– the skills component including three different
skills required by the teacher: a) adequate teacher’s
command of foreign language for class purposes;
– teaching techniques and classroom activities;
– the management of learning means teacher’s
skills in assessing the progress of each individual in the
class and managing the classroom activities in the way
that most able learners are not frustrated by being held
back, while the slowest are not depressed by being left
behind.
Basicly, ESP courses are of various types, de-
pending on specific scientific field or profession, and
have specific features. Carver identified common charac-
teristics teachers need to pay attention to in the teaching
process. Thus, the authour spoke on:
1) The authenticity of the materials means the use
of authentic learning materials is possible if we accept
the claim that ESP courses should be offered at an inter-
mediate or advanced level. The use of such materials,
modified by teachers or unmodified, is common in ESP,
especially in selfdirected studies or research tasks. The
students are usually encouraged to conduct research us-
ing a variety of different resources including the Internet.
2) Purpose-related orientation means the simulation
of communicative tasks required by the target situation.
The teacher can give students different tasks, for instance,
to simulate the conference preparation, to involve the
preparation of papers, reading, note taking and writing.
3) Self-direction means that ESP is concerned
with turning learners into users. It is necessary for self-
direction that the teacher encourages students to have a
certain degree of autonomy.
5. The results of the research
The concept of ESP is multispectral and multi-
strained. Its appearance has proved to be an apparent
result and urgent necessity on the changes the science
and society in general faced with due to drastic and glob-
al processes taken their place starting from the second
half of the 20th century.
Due to the professional area ESP is divided into:
English for academic purposes, English for occupation-
al purposes, English for vocational purposes, English
for medical purposes, English for business purposes,

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English for legal purposes, and English for sociocultur-
al purposes.
The scientists distinguished four types of ESP
teaching objectives: proficiency, knowledge, affective,
and transfer. The ESP teacher fills many roles; they are:
1) teacher;
2) collaborator;
3) course designer and materials provider;
4) researcher;
5) evaluator.
A professional ESP teacher is able to shift from
one professional area to another without being obliged to
spend months on getting to be started. He/she applies the
necessary tools, frameworks, and principles of course
design to new material.
ESP courses are of various types, depending on
specific scientific field or profession, and have specific
features: the authenticity of the materials, purpose-related
orientation, and self-direction.
A number of research done in Ukraine in this con-
text argues that the current state of ESP teaching and
learning is in rather unsatisfactory condition with poor
level results in a foreign language professional compe-
tence amongst the university graduates. Teaching ESP to
university students certainly requires from a language
teacher methodological skills, some subject-specific
knowledge and also developed ability of analysis and
adaptation of this knowledge and skills to a certain edu-
cational environment. It is vital that the community as a
whole understands what ESP actually represents, and can
accept the various roles that ESP teachers or practitioners
need to adopt to ensure its success.
6. Conclusion
The present article study has provided insights in-
to contemporary state, tendencies, trends, and approaches
to define the concept of ESP with its basic features. The
findings of the present research support previous studies
on ESP teaching and learning and have provided a de-
tailed analysis on ESP as a concept within an arrow of
issues in linguistics and methodogy of teaching; thus,
equipping the educators in the area of concern with per-
spectives providing a fruitful environment for ESP teach-
ing and learning.
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Рекомендовано до публікації д-р пед. наук Ковтун О. В.
Дата надходження рукопису 17.02.2016
Svitlana Grynyuk, Candidate of Pedagogical Sciences, Associate Professor, Department of Foreign Philology,
National Aviation University, Kosmonavta Komarova ave., 1, Kyiv, Ukraine, 03058
E-mail: Svetmoy7@mail.ru
УДК 378.22.016-0-51:78.01(477.53) «1921/1933»
DOI: 10.15587/2313-8416.2016.63037
МУЗИЧНО-ТЕОРЕТИЧНА ПІДГОТОВКА МАЙБУТНЬОГО ВЧИТЕЛЯ
В ПОЛТАВСЬКОМУ ІНСТИТУТІ НАРОДНОЇ ОСВІТИ (1921–1933)
© Н. Ю. Дем’янко
Розкрито організаційні засади й особливості музично-теоретичної підготовки майбутнього вчителя в
Полтавському інституті народної освіти в період з 1921 по 1933 рік, висвітлено діяльність видатного
українського педагога і музикознавця В. М. Верховинця, визначено зміст інтегрованого курсу «Мистецтво-
знавство (співи і музика)», що забезпечував музично-теоретичну, методичну, практичну інструмент-
тальну, вокальну і диригентсько-хорову підготовку студентів
Ключові слова: музично-теоретична підготовка, мистецтвознавство, теорія музики, знання, уміння,
навички
In the article are considered the organizational grounds and peculiarities of musical and theoretical training of
the future teacher in Poltava insitute of national education in the period from 1921 to 1933 year. It was provided
by the department of art critisism that was headed in aforesaid period by the prominent Ukrainian teacher,
musicologist, ethnographer, choreographer, conductor and composer V. N. Verchovinets. Within his programs
of the integrated course „Art criticism (singing and music)“ the students of school and pre-school faculties
received knowledges on elementary music theory, Ukrainian music history, world music history, harmony,
musical education methods and choral singing. The skills and abilities necessary for the future professional
activity were acquired at practical and laboratory lessons on solfeggio, play on musical instruments (piano,
violin), singing, direction, choral singing. The most talented students took part in exemplary student chorus of
Poltava INE where their vocal, choral and direction mastery was formed
Keywords: musical and theoretical training, art critisism, music theory, knowledge, skills, abilities
1. Вступ
На сучасному етапі інтеграції України в євро-
пейський освітній простір, модернізації системи вищої
освіти, реалізації основних настанов «Національної
доктрини розвитку освіти України у XXI столітті»
значно актуалізуються проблеми підвищення ефек-
тивності навчально-виховного процесу, удосконален-
ня професійної теоретичної та практичної підготовки
майбутнього вчителя. Їх успішному вирішенню сприя-
тимуть не лише поліпшення наукового та навчально-
методичного забезпечення, розробка й упровадження
інноваційних педагогічних підходів і технологій, а й
пізнання, всебічне осмислення і раціональне застосу-
вання прогресивного досвіду минулого, найкращих
здобутків вітчизняної педагогіки.
2. Постановка проблеми
Музично-теоретична підготовка є основою
процесу формування професійних компетентностей
вчителя музичного мистецтва. На різних етапах ро-
звитку вітчизняної системи освіти вона зазнавала де-
яких змін і відзначалась певною специфікою. Значний
інтерес, на наш погляд, викликають педагогічні тра-
диції, що складались у процесі підготовки фахівців у
Полтавському інституті народної освіти, починаючи з
моменту його утворення (1921 р.), особливості змісту
музично-теоретичної підготовки, методів і форм ор-
ганізації навчально-виховного процесу, діяльності
професорсько-викладацького складу тощо.
3. Літературний огляд
Проблеми становлення і розвитку національ-
ної системи освіти, методологічні, методичні, органі-
заційні засади професійної підготовки вчителя, різ-
номанітні аспекти мистецької та музично-педаго-
гічної освіти в Україні досліджувались у монографіях
Б. Года, О. Єрмака, П. Киридона (висвітлено історію
Полтавського національного педагогічного універси-
тету імені В. Г. Короленка, його видатні досягнення з
моменту заснування, напрями, умови й особливості