a Site for Teachers of English ( as a Foreign Language) for Engineering
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a Site for Teachers of English ( as a Foreign Language) for Engineering
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Engineering student email exchange
FOREWORD:This page describes an email exchange with engineering students from France and Southern Korea.
Email exchanges are now quite usual and I am aware that many of you have already practised this kind of activity or at least have heard and read about it. In most cases, the exchange consists in writing about one’s holiday, talking about / comparing national celebrations, describing one’s school and hometown, etc. I am sure this is very interesting work both for the teachers and the students and I certainly do not mean to criticise it.
However, I feel that the practice of general English, though 100% necessary, is not sufficient for engineering students: they must also be able to communicate about technology. Here is probably the most original aspect of the exchange : instead of having our students write about Christmas or local food, Prof. Coleman and I organised an activity in which engineering students had to use English in order to read and write about technology while simulating industrial activities and designing new technological products.
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Classes taking part : a) a group of first year students from Pohang University of Science and Technology ( South Korea) - Professor : Dr. Michael Coleman. b) first year students of a BTS MAI class ( a class training mechanical engineering technicians in two years) from Lycée Dumézil- Vernon – France ( Professor : Jean-Claude Viel).
Number of students : France : 21 – Korea : 26
Weekly time allotted : in France, 2 1/2 class hours.
Dates : September 10 , 1999– December 10, 1999.
Communication language : English.
Communication medium : Internet, But
the French students had no direct access : Indeed my school is not yet
connected to the Web!!! This means I used my private Internet connection
and acted as a go-between, receiving mail from Korea, transferring it to
diskettes ( or printing it sometimes) that I would give the students and
vice versa with my students’ production. I also had to look myself for
Internet documents and literature, which I brought to school either on
diskettes or as printed matter.
In addition to giving me extra work, this did not allow us to avail
ourselves of the speed and flexibility of the Internet – a fact which is
to be regretted.
1 Objectives.To give both groups the opportunity to read and write in English about a technical subject. ( This is the fairly new aspect of the exchange). The activities have been designed to develop written comprehension and written expression skills ( as well as oral ones if possible) while providing the students with a simulation of international business exchanges.
Eighth Korean and French companies are formed with their managerial structures. The four pairs of companies share in a joint project to develop an original product. Although these products are designed by non specialists, they are expected to be well-documented, detailed and as plausible as possible. . Special attention is paid to the co-ordination of the team efforts and the overall harmony of the final projects submitted.
2.2. Task to be done
The preliminary work comprises :
- introductions,Production work includes :
- making company advertisements,
- planning a company visit.
-developing a specific work proposalAs the research and writing work advances, each company submits its work, and proposals to their partner for discussion and co-ordination.
-submitting a first…
-and a final draft of the projects.
The eight teams were :
- Korean Space Agency ; French Space Agency : designing of a spaceship to explore Mars.
- Korean bus manufacturer ; French bus manufacturer : designing of a bus fully functional for handicapped people.
- Korean Home Automation Company; French Home Automation Co. designing the fully-automated house of the future.
- Korean Robotics Company; French Robotics Company: designing an all-purpose
robot for cleaning the Paris Underground railway.
3. Schedule.3.1.Deadlines.
Deadlines were given the students from the start. A few minor changes
had to be brought about, but both teachers insisted on keeping these deadlines.
In theory, the students had to manage their time and communications and
other informal activities necessary for the groups to co-ordinate and prepare
for the deadlines ought to have been determined by the teams themselves.
However, I had to advise, suggest, argue for and sometimes impose work
rates that were compatible with the deadlines.
My students clearly lack autonomy, and an unexpected but positive outcome
is that they have seen how necessary it is to be able to manage one’s time
efficiently.
3.2.Schedule.
Sept. 15 – Preparing a video cassette video : each team’s members introduce themselves and is invited to say a few words about his hometown, school, about both countries’ relationship, etc.
Sept. 24 – Introductory letter asking about the possibility of working together (business letter format), plus a private note listing the names and ‘functions’ of the team’s members. In addition, the very first ideas related to the product to be designed have been exposed.
Sept .29 – Short note acknowledging receipt of the inquiry letter and announcing that a bulletin of company information will be sent shortly. Formal letter inviting the partners to come and visit the enterprise. (See document 1) New note about the product to be designed.
Oct.. 8 – Sending the company’s information brochure.(See document 2) More information and discussion about the industrial product.
Oct. 15 – Preparing the visit : who they will meet, what they will do, where they will go after work, where they will sleep and what they will eat, etc… (Business letter format) (See document 3) More information, co-ordination and discussion about the industrial product.
Oct. 22 – Visit cancellation. More information and discussion about the industrial product. (See Document 4)
Nov. 5 – Sending the Work Proposal : the document states exactly what work will be performed by each team; how much it will cost; who will be doing what; and a schedule of when each section of the work will be completed. (See document 5)
Nov. 12 – More discussions about the product design. (See document 6)
Nov. 19 – Sending the First Draft, i.e. the whole work as it is standing at this moment.
Nov. 26 – More discussions about the product design.
Dec. 3 – Sending the Final Draft. A written statement of the completed project and final design sketches This document can also estimate manpower requirements and dates. Format : Anglo-Saxon reports. (Documents 7 A - Bus team and 7B, Underground - Robot team.)
Dec. 10 - Last minute changes, improvements and adaptations as
required by customers. Farewell letters.
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