Formation of a Personal Philosophy of Foreign Language Teaching for Medical Students

Abstract

The work examines the formation of a personal teaching philosophy for foreign language instruction designed for medical students. The analysis highlights the integration of language learning with professional competencies, the creation of an interactive and supportive educational environment, and the role of authentic materials in developing communication skills relevant to clinical practice. Particular attention is given to teacher–student interaction, transparent assessment strategies, and the importance of continuous teacher development through modern methodologies such as CLIL. This approach provides a comprehensive framework that enhances linguistic competence and prepares future medical professionals for effective communication in a globalized healthcare context.