From Plans to Practice: Communicative Competence in Foreign Languages and Curricular Equity in Engineering Education at UNTDF
DOI:
https://doi.org/10.70036/cltls.v2i4.230Keywords:
Communicative competence, Foreign languages, Curricular equity, Engineering education, Higher educationAbstract
Background: Higher education institutions are increasingly adapting to the demands of a globalized, multilingual world, with competency-based education emerging as a key strategy. In this context, the development of foreign language communicative competence has become essential, especially in technical fields such as engineering. Aims: This study examines how curricular decisions at the Universidad Nacional de Tierra del Fuego (UNTDF) align with the development of foreign language competencies, particularly English, within the Industrial Engineering program. The research aims to evaluate whether these curricular changes facilitate equitable access to language education and how they impact students' professional development. Methods: A qualitative, documentary analysis approach was used to examine the institutional and curricular documents of UNTDF, comparing the original 2012 curriculum with the revised 2024 curriculum. The study also includes insights from semi-structured interviews with faculty members involved in the program, exploring the challenges and effectiveness of these changes. Result: The study finds a significant shift in language education from the 2012 curriculum, which provided structured language instruction through progressive proficiency exams, to the 2024 curriculum, which reduces language requirements to a single sufficiency test. This change raises concerns about the depth and accessibility of language instruction, particularly for students without prior English proficiency. Implication: The findings highlight the importance of structured, equity-driven language policies that ensure all students have equal opportunities to develop the communicative skills necessary for success in a globalized professional environment. The study calls for more coherent curricular strategies that integrate language education into technical programs, aligning with national standards and internationalization goals.
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