1. Engineering collaboration and networking
David Tual (University of Cambridge, U.K.), Teresa Geslin (Institut Mines Télécom-
Didalang, France) & Jamie Rinder (KTH Royal Institute of Technology, Sweden)

2. Overview Making contact LSP and GELS Collaboration & networking
Who, what & how?

3. Making contact
Durham University / Ecole des Mines de Douai Erasmus agreement
Tele-collaborative project ( )
Didalang lab
KTH-CUED (Staff mobility)
Shared concern

4. “Employers have often been reluctant to offer language training for employees. This may underline the value of individuals having language capability before entering employment”
The British Academy. (2016). Born global: Implications for higher education.

5. LSP, what is it all about? Relevance Lexis: the tip of the iceberg
“Providing a response [to students’ needs] limited to the professional sphere does not necessarily constitute a suitable solution”
Richer, J.-J. (2008). Le français sur objectifs spécifiques (F.O.S.): une didactique spécialisée?
“I would also like to mention the Language Unit. Not only is the teaching itself excellent, but it's done in an engineering context, which in my opinion makes a big difference in terms of motivation to learn the language.”

6. The GELS project A truly European project Needs analysis
Adapting the CEFR
Employability & internationalisation

7. Initial reflections and challenges
Which tasks?
The “Intercultural Interaction Competence” (ICIC)
Spencer-Oatey, H. & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural commmunication.
A lonely world

8. GELS shared training day

9. The outcomes Reassurance Constructive comments Lesson planning
Sharing good practice / networking
Opportunities for further collaboration

10. Future plans Training event in Aalto (Finland)
Dissemination through conferences in 2016 (Czech Republic, France)
Workshop in 2017 (Poland)
Staff mobility
Application for Erasmus + funding
GELS Network

11. Conclusion LSP requires collaboration Apply within!
Dissemination and application to other domains?

12. More information

13. Adapted CEFR grid for engineers

14. References
Dlaska, A. (1999). Suggestions for a subject-specific approach in teaching foreign languages to engineering and science students. System 27,
Gollies-Kies, S., Hall, D. & Moore, S. (2015). Language for specific purposes. Basingstoke, UK: Palgrave Macmillan.
Richer, J.-J. (2008). Le français sur objectifs spécifiques (F.O.S.): une didactique spécialisée?. Synergies Chine, 3,
Rinder, J., Geslin, T. & Tual, D. (2016). A framework for language and communication in the CDIO syllabus. Proceedings of the 12th International CDIO Conference, Turku University of Applied Sciences, Turku, Finland, June 12–16, 2016.
Spencer-Oatey, H. & Franklin, P. (2009). Intercultural interaction: A multidisciplinary approach to intercultural communication. Basingstoke, UK: Palgrave Macmillan.
The British Academy. (2016). Born global: Implications for higher education. London: The British Academy.
The Council of Europe. (2003). Common European framework of reference for languages. Cambridge, England: Cambridge University Press.
Velkova, A. (2012). Les champs terminologiques visualisés dans l'enseignement du français aux étudiants-ingénieurs. Actes du IIème forum mondial HERACLES,