Communication course for future engineers – effective data presentation and its interpretation during LSP courses
-
Katarzyna Matuszak
and
Liliana Szczuka-Dorna
Abstract
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.
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Articles in the same Issue
- Frontmatter
- Introduction
- The fascinating world of language teaching and learning varieties
- Research Articles
- Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities
- The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example
- Lernen mit LMOOCs im universitären Deutschunterricht: Entscheidungshilfen für Deutschlehrende
- Enhance sustainability and environmental protection awareness: agency in Chinese informal video learning
- Gamification and learning Spanish as a modern language: student perceptions in the university context
- Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom
- Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses
- Using Google Docs for guided Academic Writing assessments: students’ perspectives
- Digital storytelling as practice-based participatory pedagogy for English for specific purposes
- Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award
- Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre
- Institutionalised autonomisation of language learning in a French language centre
- The story of becoming an autonomous learner: a case study of a student’s learning management
- The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context
- Learner autonomy and English achievement in Chinese EFL undergraduates: the mediating role of ambiguity tolerance and foreign language classroom anxiety
- Activity Reports
- Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier
- Communication course for future engineers – effective data presentation and its interpretation during LSP courses
- Dialogic co-creation in English language teaching and learning: a personal experience
