A Problem-Based Learning Approach to Integrating Foreign Language Into Engineering

Abstract: Problem-based learning (PBL) is an instructional methodology placing primary emphasis on students solving realistic problems in a team-oriented environment. Here we discuss using PBL to integrate a language for specific purposes (LSP) track into an undergraduate biological engineering curriculum as a way to prepare students for an engineering career requiring job-specific foreign language skills. In Part I we review PBL theory and anticipate problems that may arise when merging it with an LSP track. In Part II we detail the development of a PBL/LSP module, including module performance objectives and assessment instruments. Areas of potential future research also are highlighted. Key words: engineering, language for specific purposes, problem-based learning Language: Relevant to all languages A Case for Using Problem-Based Learning to Integrate a Language for Specific Purposes In an effort to put a halt to declining foreign language enrollments, which Welles (2004) notes have dropped from 16.1 per 100 institutional enrollments in 1960 to 8.6 per 100 institutional enrollments in 2002, foreign language departments nationwide have begun to initiate language for specific purposes (LSP) courses. Von Reinhart (2001), for example, reports that since the inception of the International Engineering Program at the University of Rhode Island, the number of German majors at the university has increased from 5 in 1987 to 91 in 2000. This has allowed the German program to offer more upper-division courses in German culture and literature, graduate more students with context-specific language skills and cross-cultural competence, and cultivate relations with international companies seeking graduate students with highly demanded skills. Engineering programs, also seeking ways to prepare students for real-world engineering scenarios, usually run problem-based learning (PBL) courses alongside traditionally taught engineering courses (see Cawley, 1989). A logical pedagogical approach, beneficial to foreign language and engineering departments alike, would combine both PBL and LSP tracks into one course. However, this is not always practical, and we advocate here construction of PBL/LSP modules that can be introduced into existing engineering courses. Moreover, only the students in the courses who choose the LSP track in their engineering major need complete these modules. This modularity also may allow multiple language tracks to be offered in parallel. Offering students a choice of languages would appeal to a greater number of students and could be implemented by developing several language-specific modules to complement each engineering assignment. Practical implementation might best be achieved through digital materials developed jointly by the engineering and languages programs and delivered via a campus course management system such as Blackboard Learning System or Moodle. As with existing LSP programs, these materials would be developed with the aim of preparing students for a professional internship where the specific language skills are put to practice alongside the engineering skills. Most important, however, is that the use of a course management system for delivery of PBL/LSP modules would allow for collaboration between several universities and colleges in the development and management of these modules and possibly the creation of PBL/LSP distance education courses, ensuring that student enrollment across participating universities and colleges is sufficiently large to justify offering the course every semester. The current global economy demands engineering professionals who, in addition to being flexible and adaptive, are well versed in the languages and cultures of foreign countries. Never before has the need been greater for people who have competitive skills in technical or scientific areas and who also can successfully negotiate international boundaries. Accordingly, the time is ripe for language instructors and departments to reach out to university engineering departments, which currently are seeking ways to implement the curricular changes outlined by the National Academy of Engineering Committee on Engineering Education project, the Engineer of 2020 (http://www. …