As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students' achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student's language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students' progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes-seem to have become relevant components to student's self-assessment practice.
This article describes the studies piloting the self-assessment reading descriptors to be included in the Academic and Professional European Language Portfolio for engineering and architecture students, accredited by Council of Europe. They were developed considering the Common European Framework of Reference for Languages (2001), Schneider and Lenz's (2001) guidelines, and the teaching experience of ESP teachers of the Technical University of Madrid research group DISCYT. Then, the descriptors were piloted for clarity, relevance and calibration to the CEFRL with 149 architecture and engineering students, from first to senior year. From the results, we found that the descriptors were on the whole relevant, well calibrated and fairly well written. We have detailed non successful descriptors in order to enlighten future calibration studies for ELPs self-assessment checklists, since competence descriptor lists should be kept open to suit students' needs.
The ability to learn languages and adapt communication competencies to the changing needs and situations of a global knowledge society and the European Higher Education area is becoming a necessity for future engineers. This article first discusses the demand for communication skills in Engineering Education in general. Secondly, it describes the present state of the Bologna process in Spanish higher education, which calls for a change in focus from an input model to an output one, in which learning outcomes are central. Finally, it summarizes the proposal of developing a "bank" of language learning outcomes for Engineering Education studies framed within the European Language Portfolio. This bank of learning outcomes, expressed as "can do" statements, will serve three purposes: curricula guidance for teachers, guidelines for student lifelong learning and autonomous learning.
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