Todays globalized world demands successful communication with an increasing diversity of people - from different fields, background and cultures. Intercultural competence is increasingly recognized as an essential skill, especially for engineering graduates who, throughout their professional career, will work in global teams and play an important part in international communities.     In the Department of Languages and Communication at KTH, students can opt/take/add for additional courses to develop their core communication skills,  e.g. scientific writing, rhetoric, foreign languages, and Global competence. The language courses focus on language for professional use in the technology sector. For this reason/accordingly the course offerings at the Department of Languages and Communication aim to prepare the students for a professional career in international contexts, hence communicating in different languages and communicating with others is playing an important role in being a citizen of today’s world.   In the language courses for engineers, we have implemented different methodologies such as collaborative learning, tandem-learning, workshops, visits to technological museums and companies, and virtual Industrial Visits. Integrating these learning activities has different impacts on the course, the teacher, and the students. A course with integrated collaborative international tasks implies changes both in the pedagogic approach of a course, the role of the teacher, and the student’s learning outcome. Using methodologies like collaborative learning as a pedagogical approach in language teaching for engineering students enhance the students'' skills in cross-cultural communication while linking their technological knowledge, with being respectful of multilingualism.  In our presentation, we want to map these impacts on students and teachers in relation to our experiences. We also aim to share best practice on how we integrate international collaborative tasks in language courses for engineers, as a virtual mobility experience. Rethinking our teaching practices in order to facilitate cross-cultural communication through students’ discipline-specific academic language and literacy development to meet the challenges of the increased internationalization and diversity in higher education.   We will show a variety of collaborative activities offered in language courses - French, Japanese and German - as well as in courses in professional communication.  These activities provide students with an opportunity to interact with peers at technical universities and professionals, so they can develop intercultural competences and language skills while working together on subject-specific learning tasks.