PhD in Philology Cheremisina Harrer I.A.
Tomsk Polytechnic University, Russia
English in engineering education
Engineering all
over the world is seen both as art and science. The science comprises the
careful and knowledgeable use of scientific principles, physical materials, and
disciplined design techniques to produce devices and systems, and their
operating arrangements, to perform useful functions in a reliable and
affordable way. These can vary from motor vehicles to computer networks; from
mobile phone to coffee-makers; from credit cards to power stations. The art
implies creating new directions in human affairs by providing innovative
applications of scientific knowledge, combining different fields of knowledge
in unique ways, developing new technologies and managing technical resources to
produce new outcomes.
Professional
engineers normally work in interdisciplinary teams and are supposed to take
responsibility for engineering projects. This includes the reliable functioning
of all materials and technologies used; their integration to form a complete
and self-consistent system and all interactions between the technical system
and the environment (customers and society as a whole) in which it functions
[1].
In general, a
modern engineer is able to apply professional knowledge and skills to solve
engineering problems and be an effective team member capable of communicating
ideas clearly as well as demonstrating good interpersonal and social skills.
Following the policy of the European Union that is aimed at facilitating
students’ autonomy and supports the strategy of life-long learning and
continuous professional development, educators all over the world need to
change the way they teach students and the way students learn. Emphasis is made
on learner-centered approach to learning and teaching and as a result
engineering students are supposed to become autonomous learners responsible for
the educational outcomes.
Another important
thing that is associated with an image of successful engineers is connected
with their ability to speak English as a language of international
communication owing to the globalization of the world economy and widespread
use of information technologies as a means of establishing contacts and setting
up businesses. Logically, we are able to combine two things together – that is,
teaching engineering subjects and practicing English. As most engineering
subjects nowadays are taught by means of doing multidisciplinary group projects
which are based on problem solving and facilitating hands-on experience, it
seems sensible that engineering students could only benefit from the way that
they are taught these subjects in English.
English courses
are part of engineering curriculum in Russian engineering and technology
universities and according to the standard requirements adopted by the Russian
Ministry of Education graduates are supposed to be able to use English actively
and fluently with practical communicative purposes that will allow them to be
members of international professional community.
The overall concept of
English for Specific Purposes (ESP) focuses the learner’s attention on the
particular technology and communication skills required in the engineering
profession. It is found that basically engineering professionals need
communication skills for certain reasons. Firstly, engineers need to express
and share their experience, knowledge, ideas and thoughts in an effective
manner for the common benefit of the society. Secondly, fluently speaking
English professionals will benefit from a higher position and timely promotion
at their working place. Thirdly, engineers will be prepared to work in a
globalized and multilingual cultural context. And, finally, knowledge and
skills in English will help engineering specialists improve presentation,
writing and interpersonal skills [2].
Communication skills can be
developed by a variety of training programmes and a lot of practice work. It is
possible by applying various methods of discussion in the classes, by active
participation in presentations, seminars, workshops, conferences, and various
group activities.
English is the prime means
for communication, and can often serve as the global language between
two people from two different cultures, wherein English is not the native
tongue. For example, French engineers communicated with Egyptian engineers in
English during the recent building of the Cairo subway.
Also, a collaboration at
Airbus industries between English, French, German and Spanish companies
utilised English as the communication medium between workers. An unusual
example comes from the Swedish transport manufacturer Volvo, which has made English
the language for managers at its new plant in South Korea, with English lessons
being taken by some employees during production breaks.
In this sense,
multinational corporations can be seen to indirectly influence the educational
policies in foreign lands by their value creation of particular languages
through global economic power. This also delivers a strategic advantage to
those institutions in non-English countries with effective English language
instruction.
Integrating relevant
technical jargon and documentation in foreign language tuition courses in
engineering is essential. The cultural history of prime English speaking
nations, as well as the history of major engineering feats, can be used in the
instruction of engineering students to maintain relevance. There are a lot of
institutions of higher education that offer engineering courses in English and
as such meet the demands of industry internationally by contributing to the
educational needs of the global engineer.
This monolingual dominance of
English instruction in some nations is brought into question at a time when
employers are demanding new competencies, including communication and foreign
language skills, and not just from engineering candidates in European nations.
Although the focus will be decreasing on the English language, it will still
maintain strong relevance as a secondary language for many people around
the world. To this extent, English will be the linguistic bridge in
international engineering projects.
References
1.
Australian Engineering Competency
Standards. Third Edition. November 2003. ISBN 0 85825 771 8
2.
Riemer, M.J. English and Communication Skills for the Global Engineer. Global
Journal of Engineering Education. Vol. 6. No. 1. 2002. UICEE.