Project-Based Multimodal Language Acquisition for Engineers (PBMLA-E): A Language Acquisition Framework and Its Application

Engineering English is vital for academic and professional success in technical fields; however, engineering students who speak English as an additional language (EAL) often struggle with its acquisition, even after meeting entry requirements such as the International English Language Testing System (IELTS). This study investigates the complex linguistic, pedagogical, infrastructural, and motivational challenges faced by engineering students in non-English-speaking contexts, with a particular focus on Francophone West Africa. It employed a mixed-methods, quasi-experimental design, including assessments, questionnaires, interviews, and observations. While most English for Specific Purposes (ESP) courses are designed for working professionals, this study introduces an innovative approach tailored to high school and university engineering students. It developed a novel learning framework, ProjectBased Multimodal Language Acquisition for Engineers (PBMLA-E), which integrates current learning theories with the specific needs of engineering learners. Grounded in Enactivist and Heutagogical learning paradigms, PBMLA-E originally combines multimodal content, student-led engineering projects, and digital literacy. The framework also fosters co-teaching partnerships between language educators and engineering specialists. This approach offers a scalable and context-sensitive solution to the persistent challenges of teaching Engineering English, particularly in underresourced, non-English-speaking environments such as Francophone Africa. To address infrastructural barriers, the study also developed an offline, low-cost digital content support system, enabling scalable and sustainable access to quality education in settings with limited internet connectivity. Drawing on data from Togo and the Ivory Coast, the research provides empirical insights into the challenges faced by Francophone African engineering students, while offering practical strategies to overcome them. Furthermore, specialised Engineering English tests were designed to more accurately measure domain-specific competencies. Pilot implementation of the PBMLA-E framework showed significant improvements in student engagement, vocabulary acquisition, and interest in engineering, highlighting its potential for broader application across the Global South.