In 2016, the Global Engineers Language Skills (GELS) network set out to identify the most common communication skills required by engineers in industry.  With the results of this investigation, we produced an adaptation of the CEFR self-assessment grid for the specific needs of engineers and the language and communication teachers who work with them.  A potential stumbling block, however, is vocabulary.  How can language and communication teachers, who often have no technical background themselves, provide this kind of topic-specific vocabulary for their students?  This paper outlines a solution to this potential problem by describing a pilot project, whereby students engage actively with the Academic Word List to produce glossaries for their content courses. The potential uses of this work, its strengths and weaknesses, the students’ perceptions of the exercise, and the ways in which this project fits into the GELS network and LSP more generally will be addressed in the paper.