Using the case method in teaching foreign language in educational institutions of the Ministry of Internal Affairs of Russia

Novolodskaia Natalia Sergeevna ORCID: 0000-0002-4685-9967 Senior lecturer; Department of Foreign Languages and Speech Culture; East Siberian Institute of the Ministry of Internal Affairs of Russia 664033, Russia, Irkutsk region, Irkutsk, Lermontov str., 110 indigos@mail.ru Other publications by this author

Kirichenko Natalia Rostislavovna ORCID: 0000-0001-7236-7432 PhD in Philology Associate Professor; Department of Foreign Languages No.2; Irkutsk National Research Technical University 664033, Russia, Irkutsk region, Irkutsk, Lermontov str., 100 nkirichenko@yandex.ru

Introduction

The modern system of higher professional education in almost any direction involves the inclusion of a foreign language in the curriculum, since in the context of globalization and increased intercultural interaction, foreign language proficiency is becoming one of the key competencies of specialists in various fields, including law enforcement officers. Effective business communication in foreign languages, as well as the ability to intercultural interaction, play an important role in the professional activities of Interior Ministry employees, especially in the context of international cooperation, combating transnational crime and working with foreign citizens. In modern educational institutions of the Ministry of Internal Affairs, it is becoming increasingly important to search for and implement effective teaching methods that will integrate the language into a professional context, increasing the level of graduates' preparation for solving real official tasks.

Thus, mastering the discipline "Foreign language" in educational institutions of the Ministry of Internal Affairs requires that students master a number of universal and general professional competencies, such as: the ability to carry out business communication in oral and written forms in the official language of the Russian Federation and a foreign language(s) (CC-4); the ability to perceive intercultural communication the diversity of society in socio-historical, ethical and philosophical contexts (CC-5); the ability to form value-motivational ethical foundations of professional and official activity on the basis of a humanitarian worldview, spiritual values (CC-2). To master these competencies, teachers use various methods when teaching a foreign language: lectures, case studies, discussions, presentations, demonstrations, brainstorming, projects, role-playing games, coaching, deduction.

The subject of our research is the case study method, which occupies a special place among the mentioned teaching methods, since it allows us to adapt the learning process to professional tasks as effectively as possible, which is especially important in the training of law enforcement specialists. In this regard, the object of the study is the process of teaching a foreign language in educational institutions of the Ministry of Internal Affairs.

The purpose of the study is to identify the features of the use of the case method in teaching foreign languages for more effective training of specialists in the field of law enforcement.

The scientific novelty of the research consists in the development and substantiation of effective methods of using cases adapted to the professional tasks of employees of the Ministry of Internal Affairs.

To achieve this goal, the following methods were used in the study: analysis of scientific literature, method of generalization and systematization, modeling method, method of pedagogical observation, experimental method, questionnaire. These methods are aimed at the theoretical justification and practical application of the case study method in teaching foreign languages at universities of the Ministry of Internal Affairs.

The main part

There was a discussion among researchers about the essence of the case study method. The main issue is that some authors see it as a way to analyze specific problem situations, focused on finding one correct solution, while others consider it a method that promotes the development of a variety of approaches and points of view.

T.Y. Aikina proposed to define the case study method as a method of "active problem-situational analysis based on learning by solving specific problem situations" ^{[1, p.58]}. Of course, the point of view of this author deserves attention, but in general does not cover the full versatility of the method under consideration, and even more so does not reflect the full significance of the method used for the parties involved.

An interesting definition of the case study method was given by P. Scales, who called it a method of studying specific situations. In his opinion, this method represents a special educational activity focused on students and based on real-life situations, events or problems. ^{[2, p.109]}.

J. Kunselman and K. Johnson point out that the case method facilitates the assimilation of complex topics in teaching ^{[3, p.87]}.

Yu.K. Nimirovskaya understands the case method as "one of the teaching methods, which is primarily aimed at building a training session in such a way that students receive suggestions for interactive reflective and decision-oriented actions" ^{[4, p.272]}.

Yu.N. Sinitsyna, S.A. Tikhonova believe that "the main idea of the case method is that students are invited to independently carry out foreign language communicative activities in an artificially created professional environment" ^{[5, p.151]}.

We adhere to the following definition: "The case study method is a method of learning based on the analysis of problematic situations occurring in real professional activity, aimed at developing students' skills of critical thinking, independent analysis and decision–making."

The case study method was developed at Harvard Business School in the early twentieth century and was initially used in law and business education. So in 1925, the first collection of case studies for students in these specialties appeared. It was a description of real situations that require analysis and search for solutions. The idea was for students to apply their knowledge in practice based on case studies ^{[6, p.53]}.

Previously, several approaches to the use of the case method were highlighted. The American approach of using the case method was that it was aimed at finding only the only correct solution that is possible as a result of using the case method. The European approach to using the case study method in education was that the problem could be solved by analyzing many different opinions and perspectives.

The main purpose of the case study method is to discuss and analyze an event that occurred in a specific professional field, which encourages the audience to actively discuss. The use of case studies in teaching foreign languages contributes to the development of language skills, especially in the following aspects:

- students learn to make decisions in both typical and non-standard situations;

- an important feature of case studies, especially in a foreign language, is teamwork;

- search for the necessary information for the successful completion of tasks, which plays a significant role in the training of a competent specialist.

Often, the cases used in teaching a foreign language consist of several parts, including a description of a specific situation, a task for the situation, and the availability of auxiliary information that will allow students to resolve the analyzed situation ^{[7, p. 144]}. As a rule, the teacher in the case designates a certain problem that causes corresponding difficulties and contradictions in its solution, but this will help the student not only find the answer in the case itself, but on the contrary, logically reflect on the solution of the designated situation. The correct preparation of cases, which will include real events, is important for the preparation of a case in a foreign language. The cases will be developed based on genuine factual circumstances.

When preparing cases, teachers use information from news, magazines, and works of art. And scientific works and articles will allow you to prepare high-quality materials for a case study in a foreign language. Scientific publications perform several functions, including individual fragments can be used to compile individual cases, on the one hand, and, on the other hand, publications can be used as a kind of material in order for students to understand the very essence of the case.

The cases are classified as follows:

– by type of research strategy: intelligence, descriptive, explanatory;

- by purpose: illustrative, research, educational;

- by volume: mini-cases, medium-sized cases, macro-cases;

- by structure: single and multiple ^[8].

J. Fischer identifies the following stages of case development:

- defining the direction and topic of the case;

- the choice of methods to solve the problem;

- formulation of the purpose and objectives of the case;

- selection of directions and sources of information for the case;

- collection of practical data;

- definition of the structure, logic and form of the case submission;

- collecting additional information and refining the content of the case;

- formulation of questions for case analysis ^[9].

The achievement of successful work with foreign language cases in a non-linguistic university can be achieved as a result of compliance with a number of principles. Among such principles, it should be noted:

- creating a creative atmosphere and creativity;

- constructiveness;

- the principle of probable consequences;

- the principle of patience.

Note that a foreign language teacher is recognized as a guide (presenter) in a discussion among students, and fixing questions and answers on the proposed case. It is the teacher who sets the audience a case study on a foreign language in a non-linguistic university. At the same time, the teacher must possess "methods of tracking individual achievements within the group when solving cases" ^{[10, p. 100]}.

The cases proposed by the teacher for analysis should correspond not only in terms of volume, but also in terms of the level of preparedness of students. The level of language proficiency is a determining factor, especially when studying a foreign language in a non-linguistic university. As practice shows, foreign language cases can be both large in volume and mini-situations.

L.G. Orlova, E.S. Kornilova distinguish three stages in working with the case: introductory, analytical and final ^{[11, p. 102]}. These stages can be divided into the following stages:

- getting to know the case;

- analysis of the information presented in the case;

- search for a solution;

- identification of the disadvantages and advantages of the solution that

It is proposed based on the results of the case analysis;

- evaluation of alternative solutions;

- presentation of the results;

- assessment of students;

- summing up the results ^{[11, p. 102]}.

For students to work successfully with the case, it is necessary:

- carefully study the conditions of the case and highlight the key points in order to avoid excessive information;

- identify problematic aspects in the case under consideration;

- find the necessary information to solve the identified problems of the case;

- distribute the roles of the participants and come to a common opinion on the solution of the case in the team.

In order to develop effective methods of using cases adapted to the tasks faced by employees of the Ministry of Internal Affairs, it is necessary to take into account the specifics of their professional activities. These techniques should not only develop language skills, but also prepare students to perform their official duties in real work conditions. We have developed and used the following techniques:

1. Cases based on real professional situations. Using real cases or situations from the practice of Interior Ministry employees allows you to adapt the learning process to professional tasks. The teacher may invite students to consider specific legal precedents, operational tasks, or cases related to international cooperation. An example would be the examination of a case of an international offense, where students must study and discuss the case materials, prepare reports and negotiate with "foreign colleagues" in a foreign language. This technique helps students not only to develop language skills, but also to get an idea of working in conditions close to real ones. Knowledge of professional vocabulary, as well as the ability to respond quickly and effectively in difficult situations in a foreign language, form professional readiness to perform the tasks of the Ministry of Internal Affairs.

2. Role-playing games with the use of cases. In this methodology, students are divided into groups and perform various roles, such as investigator, translator, operative, prosecutor or lawyer. They are given a case (for example, an investigation of an international crime), and they must interact with each other in a foreign language, negotiate, request data, prepare documentation or make accusations. Such a role-playing game creates conditions as close as possible to professional activity. She develops teamwork, business communication and public speaking skills, which are especially important in the work of law enforcement agencies. In addition, role-playing games enhance immersion in context, helping students master professional vocabulary and speech patterns.

3. International negotiations and diplomatic cases. The presented methodology includes conducting a simulation of international negotiations, where students on behalf of the Ministry of Internal Affairs participate in discussing security issues, combating crime, interaction with international organizations or government agencies of other countries. An example is a case in which it is necessary to discuss the conditions for the extradition of a criminal or the development of joint measures to combat terrorism. International cooperation is becoming an important element of the work of Interior Ministry employees, especially in the context of globalized crime. The ability to negotiate, analyze international documents, and work with legal terms in a foreign language play a key role in such situations. With the help of this technique, students acquire intercultural competence.

4. Analysis and translation of professional documents. The teacher offers students case studies based on the analysis and translation of documents such as international agreements, interrogation protocols, legal opinions or official correspondence in a foreign language. Students should analyze the content, make a translation and offer recommendations for further action. Working with documentation is one of the key tasks of Interior Ministry employees, especially in the context of interaction with foreign colleagues. This technique develops legal translation skills and the ability to work with formalized texts, which is important for employees working in international law enforcement agencies.

5. Cross-cultural cases. This technique is based on working with situations in which intercultural differences play a key role. Students receive case studies in which they encounter representatives of different cultures, for example, when interrogating a witness from another country or interacting with foreign citizens. It is important not only to use the language correctly, but also to take into account cultural norms and peculiarities. The methodology helps to develop intercultural competence, which is important in modern conditions. Interior Ministry employees often encounter representatives of other cultures, and the ability to behave correctly in such situations, taking into account cultural differences, helps to avoid conflicts and increases the effectiveness of their work.

Let's move on to the specific tasks for working with the above cases.

You are working with international law enforcement agencies to investigate a cross-border crime. Your task is to communicate with foreign colleagues and compile a detailed report in English based on provided documents and witness statements. Write an official email to your foreign colleague outlining your findings and questions for further investigation. Highlight key points of the case and propose your next steps.

You need to address the media regarding a high-profile case involving international suspects. Write a press release in English summarizing the case without disclosing details.

You have been given a set of legal documents from an international partner written in English. These documents include contracts, regulations, and procedural guides relevant to a current case. Translate a section of the provided legal document, summarize its key points in English, and explain its relevance to your investigation. Provide recommendations based on this document.

You are a police officer working with foreign nationals who have violated local laws. In a meeting, you must communicate with them in English, taking into account cultural features while addressing legal concerns. Role-play a conversation where you explain the local laws in a polite yet authoritative manner, ensuring the individual understands their rights and responsibilities.

During an international conference, a security threat arises, and you need to collaborate with foreign security agencies to manage the crisis. The communication language is English. Write a report to your chef summarizing the crisis, the cooperation between agencies, and the steps you took to mitigate the situation. Write the recommendations for future international security protocols.

In the classroom, the cases were used in stages. Below is a detailed description of each stage of working with cases:

1. Introduction to the case

Purpose: to immerse students in the topic of the case.

Stages:

• · Choosing a case that corresponds to the professional activities of Interior Ministry employees, for example, the analysis of an international offense or the analysis of a legal document.
• Students receive basic information about the case: a brief description of the situation, the legal framework and the tasks they have to solve.
• · Familiarization with the key professional vocabulary necessary to work with the case, discussion of terms and phrases to ensure understanding of the context.
• · Focusing on cross-cultural aspects if the case involves working with foreign colleagues.

2. Group work on the case

Goal: to develop communication and teamwork skills, as well as improve language skills.

Stages:

• The distribution of students into small groups of 3-5 people, each group receives a separate role (investigator, translator, representative of the prosecutor's office, lawyer, international mediator). Depending on the case, the groups work on different tasks. For example, within the framework of a legal case, one group analyzes legal documents, another translates international agreements, and the third prepares a draft of negotiations with foreign colleagues. During the role-playing game, the group simulates real judicial or operational proceedings in a foreign language, discussing the course of the case and further actions, conducting interrogations, and filing documents.
• During work, the teacher controls the process, directing groups and helping if necessary.

3. Analysis and discussion of the results

Purpose: to develop critical thinking, analysis and reflection skills.

Stages:

• · After completing the group work, each group presents its results. Presentations are held in a foreign language. During the presentation, the groups discuss the solution of the tasks set in the case; the problems they encountered during the work (for example, misunderstanding of some terms); alternative solutions that they could offer based on the analysis of the case.
• The teacher evaluates not only the knowledge of the language, but also the analysis of the professional situation, the quality of translation, the ability to find solutions and the level of understanding of legal documentation.

4. Final discussion and reflection

Purpose: to consolidate the acquired knowledge and conduct an analysis of the effectiveness of the work.

Stages:

• After the presentation and discussion of the results of the work, the groups unite for a final discussion. The teacher begins a discussion of the key conclusions that were drawn from the case studies.
• Students discuss how using the case has helped or complicated the process of solving the problem, and how they can apply this knowledge in their real professional activities.
  • The teacher suggests that students consider other possible scenarios for the development of the situation, which develops critical thinking and the ability to quickly adapt to changes.
  • Special attention is paid to language errors while working on the case. The teacher analyzes the mistakes made.

The testing of the methods developed by us was carried out at the Federal State Educational Institution of the Interior Ministry of Russia in groups of second-year cadets of the specialty 40.05.02 "Law Enforcement" during the second semester of study.

Conclusions

The case study method plays a key role in teaching foreign languages to law enforcement officers. It helps to simulate real-world situations that students may encounter in their professional activities. However, the development of cases for such specialists can be difficult due to the need to search for appropriate material. Nevertheless, learning a language through practical tasks, such as international investigations, analysis of legal documents or intercultural interaction, helps to increase motivation and effective learning of the material.

Conducting and analyzing the final control in a foreign language showed the effectiveness of the developed teaching methods through case studies. The positive dynamics of the growth of the level of proficiency in the language competence of the experimental groups compared with the control groups was noted. The average score for the final control in the experimental groups is 40% higher. In addition, the students in the experimental groups demonstrated a higher motivation to learn the language, since working with cases allowed them to understand the practical significance of the material being studied. A survey was conducted in the groups, during which the majority of students noted the positive impact of the cases on their language training and professional skills.

To use the case study method in teaching foreign languages at universities of the Ministry of Internal Affairs, it is necessary:

1. To adapt cases to professional activities. It is important to use cases based on real-life situations that Interior Ministry employees may encounter in their official practice. This will make it possible to bring training as close as possible to professional activity, develop practical skills in decision-making, situation analysis and communication in a foreign language in a professional context. This approach will increase the level of readiness of students to perform their official duties.

2. Develop intercultural communication skills. In modern conditions of crime globalization, it is important to focus on the development of intercultural competence through cross-cultural cases.

3. Use case-based role-playing games. Such games develop teamwork and business communication skills and allow you to learn how to make decisions quickly and effectively in conditions as close as possible to real professional activity. This technique helps students to master the skills necessary to work in law enforcement agencies in practice.

4. Provide support for teachers. To compile cases, teachers should have access to high-quality and relevant materials that reflect the current problems and tasks of the service. These can be real situations from practical activities, as well as documents, articles and publications that can be adapted to cases.

5. Systematically use case studies in training. To develop critical thinking, analytical abilities and the ability to effectively apply the knowledge gained in real situations, the introduction of cases should not be an episodic, but a regular element of training.

The use of the case study method facilitates the transition from traditional learning to active and interactive forms, which increases the effectiveness of the educational process.

Cases adapted to the specifics of professional activity can become the basis for the development of new approaches in professionally oriented learning. This is especially important in the context of training law enforcement officers, where the practical application of theoretical knowledge plays a key role.

The results obtained can be used to improve educational programs at universities of the Ministry of Internal Affairs, as well as in other professional fields where it is necessary to develop decision-making skills in real situations.

In addition, the case-based methodology helps to integrate interdisciplinary knowledge and contributes to the development of students' personal and professional competencies, which makes it an important tool in modern pedagogy, since it not only expands students' knowledge, but also forms the necessary skills for them to work in a real professional environment.