Le projet GELS (Global Engineers Language Skills)

Le projet GELS (Global Engineers Language Skills) vise à mener une réflexion autour de l'enseignement des langues aux étudiants-ingénieurs et à promouvoir une approche adaptée aux futurs besoins de ceux-ci. Mené conjointement par des enseignants de l'Université de Cambridge (Royaume-Uni), de l'Institut Royal de Technologie (Suède) et de l'Institut Mines Télécom-Didalang (France), ce projet a pour finalité de développer un outil didactique s'appuyant sur le CECRL (Cadre Européen Commun de Référence pour les Langues) et destiné aux enseignants de langues des écoles d'ingénieurs à travers toute l'Europe. Il ambitionne d'impliquer des professeurs de différentes langues venant d'un nombre le plus large possible d'établissements européens d'enseignement supérieur spécialisés dans la formation d'ingénieurs.Dans un premier temps, nous orienterons notre propos vers la nature de l'enseignement des Langues sur Objectifs Spécifiques (LOS), terme et acronyme que nous accepterons ici comme équivalents de l'anglais Language for Specific Purposes (LSP). Il sera question de la difficulté de proposer une formation adaptée à des besoins variés de la part d'étudiants dont les différentes origines, spécialisations et degrés d'expertise, mais aussi les futurs débouchés sont synonymes d'une grande hétérogénéité. La provision linguistique offerte dans les écoles d'ingénieurs ne pourra donc être satisfaisante et adaptée qu'à condition d'identifier une série de dénominateurs communs qui se situent au-delà des seules considérations lexicales. Nous insisterons notamment sur l’importance d’intégrer cette approche dès le niveau A1 du CECRL dans les formations proposées.Après cette mise en contexte, nous présenterons le projet GELS pour mieux en saisir toute la dimension européenne, tant du point de vue de l'influence du CECRL, que de la composition de l'équipe engagée sur ce projet et de ses ambitions. Ce projet a pour but d'aboutir à un ensemble de productions mêlant réflexions pédagogiques, applications pratiques et formation professionnelle pour et par des enseignants et des responsables de la formation linguistique en écoles d'ingénieurs.Finalement, bien que le projet ne soit que dans sa phase initiale, certaines réflexions ont déjà émergé des expériences et observations de terrain, des entretiens avec des ingénieurs en activité ainsi que de nos lectures sur le sujet. Nous évoquerons donc quelques pistes pédagogiques à explorer pour les professeurs de LOS auprès d'un public ingénieur, avant d'insister sur l'importance de la compétence interculturelle et de conclure sur le rôle et la place de l'enseignant dans un tel contexte.Nous espérons que notre présentation pourra avoir des répercussions au-delà des écoles d'ingénieurs et amènera à de semblables projets dans d'autres domaines

Marking the specific direct object in restrictive relative clauses in spoken Farsi

Persian has a case system whereby specific direct objects are marked with the enclitic را =rā. However, the spoken language presents a greater degree of flexibility with regard to =rā marking, especially in complex clauses such as restrictive relative clauses where a head noun can fulfil more than one syntactic function. Previous descriptions of direct object marking in relative clauses in Persian are routinely based on high-register language, e.g. written literature, and they are inconsistent in their observations. This study is an empirical investigation of the distribution of the =rā marker in restrictive relative clauses in spoken Farsi, and of the degrees of acceptance among Farsi speakers of different patterns of this structure. Examples of the target structure are taken from ten modern Iranian films and fifty English-to-Farsi spoken translation tests. These examples are then used in an acceptability judgement test. The findings of this investigation show that there is a considerable disparity between the written restrictive relative clauses studied in previous research and spoken versions of the same structure. More specifically, it is shown that the omission of the =rā marker is common, that the use of referent pronouns seems no longer to be an acceptable feature of the spoken language, and that the use of the =rā marker and its acceptability judgement change according to the syntactic function of the head noun in the sentence. Persiska har ett kasussystem i vilket specifika direkta objekt markeras med det enklitiska pronomenet را = rā. I talspråket finns det emellertid en viss flexibilitet med avseende på = rā markering, särskilt i komplexa satser som t.ex. restriktiva relativa bisatser där ett korrelat kan fylla mer än en syntaktisk funktion. Tidigare beskrivningar av direkt objektmarkering i relativa bisatser i persiska är baserade på formellt språk, t.ex. skriftlig litteratur, och är inkonsekventa i sina observationer. Denna studie är en empirisk undersökning av fördelningen av =rā markören i restriktiva relativa bisatser i talad farsi och olika grader av acceptans bland farsitalare för olika mönster i denna struktur. Exempel på målstrukturen tas från tio moderna iranska filmer och engelska-till-farsi talade översättningsmeningar av femtio farsitalare. Dessa exempel används sedan i ett bedömningstest. Resultaten av denna undersökning visar att det finns en betydande skillnad mellan de skriftliga restriktiva relativa bisatser som har beskrivits i tidigare forskning och talade versioner av samma struktur. Mer specifikt visas att utelämningen av =rā markören är vanlig, att användningen av referenspronomen inte längre verkar vara accepterad i det talade språket och att användningen av =rā markören och bedömningen av denna som acceptabel förändras enligt den syntaktiska funktionen av korrelatet i meningen

Marking the specific direct object in restrictive relative clauses in spoken Farsi

This study is an empirical investigation of both the distribution of the specific direct object marker rā in restrictive relative clauses in spoken Farsi and the degrees of acceptance of different patterns of this structure among 50 Farsi speakers. Examples of the target structure are taken from modern films and a spoken translation test and then used in an acceptability judgement test. The findings show that there is a considerable disparity between the written relative clauses studied in previous research and spoken versions of the same structure. More specifically, the findings in this study show that the omission of the rā marker is common, that the use of rā-marked referent pronouns no longer seems to be an acceptable feature of spoken Farsi, and that the use of the rā marker and the judgement of its acceptability change according to the syntactic function(s) of the head noun phrase.https://doi.org/10.33063/diva-454313</p

A Framework For Language And Communication In The Cdio Syllabus

How can the CDIO syllabus for Communications in Foreign Languages be translated into progressive and achievable goals that engineering students can aim for?  How can teachers of additional languages, often with no technical background, best prepare these students before they leave for exchange semesters abroad and the world of work? This paper responds to these issues by presenting the work of the Global Engineers Language Skills (GELS) project. The aim of the project is to investigate which communication skills are most used by engineers in industry and, ultimately, to prepare a teaching guide for language departments that work with engineering students. This paper presents the results of the investigation and the resultant adaptation of the Common European Framework of Reference for Languages (CEFR) for the specific needs of engineers. By combining this framework with CDIO’s syllabus for Communications and Communications in Foreign Languages, we argue that a more ambitious and effective integration of additional languages, communication, and engineering at our universities could not only be within our reach, but should rather be a priority to ensure that our students can engineer both at home and abroad.QC 20220131GELS Project (Global Engineers Language Skills

BADGE: Global competence for sustainable internationalisation in engineering education

BADGE: Global competence for sustainable internationalisation in engineering education This paper presents a new Erasmus+ funded project, Becoming a digital global engineer (BADGE2020). The project is a three-year collaboration between language and communication teachers at14 technical universities and engineering departments in 12 countries, with partners representingindustry, consultants, educational organizations and students. The rationale behind the project isthe recognition of two facts: the ever-increasing need for global competence among engineeringgraduates and professionals (Parkinson 2009, OECD 2018), and the need to boost and adjustcommunication and language for specific purposes (LSP) teaching to better support sustainableinternationalisation, acknowledging multiculturality and multilingualism.The project was initiated from within a larger network of language and communication teachers attechnical universities in Europe (GELS 2020), established in 2015 to “enhance future engineers’language skills in order to prepare them for the increasingly challenging demands of a globalisedmarket”, and is divided into 8 intellectual outputs: communication course for future engineers,sustainable writing skills for engineers, e-communication skills, global competence andentrepreneurship, podcasting and video casting architecture, soft skills for engineering students,and global competence through IT and serious games.Working in 8 transnational teams, we will develop learning material ranging from course syllabiand exercises, to handbooks and pods, to be made freely available for download and localmodification as open educational resources. Furthermore, the material will be connected to asystem of digital badges that can be used as a supplement to official degree diplomas. References BAGDE (2020) The Badge Project www.thebadgeproject.eu, accessed 2020-03-25 GELS (2020) The GELS network www.clic.eng.cam.ac.uk/news/GELS, accessed 2020-03-25 OECD (2018) Preparing our youth for an inclusive and sustainable world. The OECD PISAglobal competence framework www.oecd.org/education/Global-competency-for-an-inclusiveworld.pdf, accessed 2020-03-25 Parkinson, A. (2009) “The Rationale for Developing Global Competence” Online Journal forGlobal Engineering Education: Vol. 4: Iss. 2, Article 2.digitalcommons.uri.edu/cgi/viewcontent.cgi?article=1018&amp;context=ojgee, accessed 2020-03-25 Note on authorship As equal authors and in alphabetical order: Katja Auffret (IMT Mines Albi-Carmaux, École Mines-Télécom,France), Teresa Geslin (Université de Lorraine, France), Ivana Jurković (Veleučilište u Bjelovaru, Croatia), BjörnKjellgren (KTH Royal Institute of Technology, Sweden), Freddi Maria (Università degli Studi di Pavia, Italy), SaulePetroniene (Kaunas University of Technology, Lithuania), Jamie Rinder (KTH Royal Institute of Technology,Sweden), David Tual (Cambridge University, United Kingdom).QC 20210906BADGE (Erasmus+