TEACHING ENGLISH FOR PROFESSIONAL READINESS: INTEGRATING EMPLOYABILITY, POLICY LITERACY, AND REAL WORLD CASE METHODS IN TESOL FOR INTERNATIONAL UNIVERSITY STUDENTS

: This section extends the discussion by further situating the findings within broader international TESOL practice and higher education reform. In multilingual contexts, particularly where English functions as a medium of instruction rather than a subject specialization, instructors must balance linguistic accuracy with functional effectiveness. Evidence from this study indicates that students benefit most when English instruction explicitly prepares them to operate within institutional, academic, and professional systems. The eight-week implementation and the 112 draft submissions allowed students to engage in sustained revision cycles that are rarely possible in traditional exam-based TESOL models. These cycles supported the development of professional register, clarity of purpose, and structured argumentation, competencies that align closely with expectations in British-influenced academic environments. At the institutional level, the findings suggest that employability oriented TESOL models can function as a strategic tool for improving graduate readiness and internationalization outcomes. Shared rubrics, discipline-aligned task banks, and portfolio-based assessment frameworks may support scalability while maintaining academic rigor

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