Communication course for future engineers – effective data presentation and its interpretation during LSP courses

• Published in: Language learning in higher education (Berlin, Germany) Vol. 13; no. 1; pp. 325 - 340
• Main Authors: Matuszak, Katarzyna, Szczuka-Dorna, Liliana
• Format: Journal Article
• Language: English
• Published: Berlin De Gruyter 25.05.2023; De Gruyter Mouton; Walter de Gruyter GmbH
• Subjects: Classroom communication; College Faculty; Communication; Communication (Thought Transfer); Communication Skills; Communicative Competence (Languages); Content and Language Integrated Learning; Course Descriptions; Educational Cooperation; educational innovation; effective data presentation; Employee Attitudes; Engineering Education; English (Second Language); English for Special Purposes; Foreign Countries; Higher Education; Intercultural Communication; International Cooperation; Language; Language for special purposes; Language of Instruction; Language Teachers; Languages for Special Purposes; LSP; Manufacturing; Material Development; Motor Vehicles; Open Educational Resources; Program Descriptions; Second Language Instruction; Second Language Learning; Soft Skills; Student Developed Materials; subject; Teaching Methods; Units of Study; vocabulary and language integration; Writing Skills; Greece; Sweden; Finland; Poland; Italy; United Kingdom; Lithuania; Germany; Croatia; Spain
• ISSN: 2191-611X; 2191-6128
• DOI: 10.1515/cercles-2023-2011

This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019–2022). The article first describes the results of a survey which show that language and communication classes need to integrate more LSP competences so that students become better acquainted with both general and specific language. Moreover, the report analyses and explains the existing practical difficulties for language and subject teachers alike in maintaining a distinction between “knowledge of a subject” and “knowledge of the language of a subject.” Secondly, the report presents a sample from a communication course prepared for engineers encompassing effective data presentation and its interpretation during LSP courses. Finally, the article reflects on the future challenges for LSP teachers and the reasons why academics should integrate professional knowledge and specialist language within the same course.