Well-developed professional communication skills, collaborative work practices, effective self-management and a clear understanding of social responsibility and ethical practices are essential for the new engineer who hopes to contribute to the profession and build a career. These attributes are in addition to the traditional sound knowledge of engineering theory and practice. The CEN (College of Engineering) at the AUS (American University of Sharjah) has recognized this reality with the development of a course in language enhancement and professional communication based around engineering multi-disciplinary projects. This paper first outlines the context of the engineering multi-disciplinary projects emphasizing the interface between engineering and communication. Evidence from a number of studies is referred to concerning the importance of professional communication for engineering students. The paper then reports the procedures employed to teach professional communication skills through engineering multi-disciplinary projects. The paper discusses the role of Halliday's (1985) systemic-functional linguistics in guiding the linguistic integrity of the revision and shows how Bloom's higher order cognitive domain skills relate to the course learning outcomes. The pedagogical underpinning of the course and its role in developing students' meta-cognitive capacities is briefly discussed. Students' feedbacks, course assessment surveys and the final exam results point to the success of contextualized teaching and learning. Two appendixes present: (1) Application of Halliday's Framework to ENG207 Reveals the Following Relationships; and (2) Student Engineering Multi-Disciplinary Project Topics as Examples of Attempting Solutions to Real Problems from Their Surrounding Environment. (Contains 1 figure.)