Teaching English for Specific Purposes (ESP) to students majoring in cosmetology has its own distinctive features. Specialists in cosmetology require English not only to understand professional literature and select appropriate cosmetic products or treatment methods, but also to communicate effectively with international clients. In addition, knowledge of English allows cosmetology professionals to participate in global professional communities, present their work at international conferences, attend seminars, and follow current trends in the beauty and wellness industry. This study examines the role of professionally oriented English in the training of future cosmetology specialists. Particular attention is given to the rapid development of the modern cosmetic industry, including the introduction of innovative technologies, the use of advanced equipment, and the constant appearance of new cosmetic products and treatment techniques. These factors significantly influence the professional communication needs of cosmetologists and therefore require a well-structured approach to language training. The research analyzes the main areas of professional activity in cosmetology in order to identify the key lexical, grammatical, and communicative elements that students need to master. The analysis shows that professional language competence should cover a wide range of practical tasks. These tasks include selecting and recommending cosmetic products, explaining procedures to clients, discussing skin conditions and treatment plans, maintaining professional documentation, and participating in professional development activities. Effective communication skills are especially important when working with international clients, where clarity, politeness, and accuracy of language are essential. Taking into account international experience in teaching English for Specific Purposes as well as the findings of domestic researchers, the study proposes several methodological approaches that support the effective development of professional foreign-language competence among cosmetology students. Special attention is given to interactive teaching strategies, the use of authentic professional materials, and the integration of real-life communication situations into classroom practice. In addition, the study offers practical recommendations for organizing the educational process. These recommendations include principles for structuring ESP teaching materials, selecting relevant authentic resources such as professional articles, manuals, client consultation dialogues, and instructional videos, and designing classroom tasks that simulate real professional situations. Overall, the study presents a comprehensive approach to teaching professional English to future cosmetologists. It addresses the development of a specialized curriculum and provides guidance for organizing the learning process in a way that effectively develops key language skills, including reading, listening, speaking, and writing, within a professional context, while also fostering intercultural communication competence and professional confidence.
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