The Aim
This website offers information on LSP (Language for Special Purposes) and CLIL (Content and Language Integrated Learning) teaching. Its purpose is to support the integration of language teaching with speciality subject instruction in vocational and professional training environments. The goal is to offer practical examples and strategies on how language and specialty teachers can work together. Using the CLIL/LSP approach can enhance the quality of instruction and improve learning outcomes in both language and speciality subject areas.
By following the guidance on this site, you will be able to:
- Plan teaching and learning materials together with language teachers
- Implement joint applied exercises where the target language is integrated into speciality subject practice
- Create learning environments that improve students’ ability to use foreign languages in professional contexts and strengthen their workplace readiness
By applying this model, you will enhance the quality of teaching and boost learning results in both operational competence and professional language proficiency.
Your role is central to successful CLIL/LSP teaching. As a subject matter expert in your speciality, your role is to communicate any relevant updates or changes in practice or regulations to language teachers. These updates and changes may affect the selection and preparation of language materials. Work closely with language teachers from the planning stage onward as cooperation should be regular, hands-on and goal-oriented.
Clear communication of aims and content
Share content, terminology and realistic scenarios from your subject area with language teachers. This enables them to tailor their instruction accordingly. Provide timely information about CLIL goals and commonly used relevant phrases. You may have more insight into the training expectations of employer organizations as well as information about legal and regulatory changes in the field—keep language teachers informed.
Induction for language teachers
Allow language teachers to participate in speciality subject exercises and gain insights into workplace practices. This improves their understanding of the subject content and enables them to better support language learning. If needed, language teachers can also give basic feedback and advice during operational tasks.
Invite language teachers to observe speciality lessons
this is especially important for new language teachers. In turn, occasionally observe language classes to better understand teaching methods and your students’ language levels. Collaboration can also help you develop your own language and pedagogical skills.
Joint planning
Arrange regular meetings with language teachers before, during and after a course. Begin joint planning early, allowing language teachers time to familiarize themselves with operational training and objectives, and to prepare matching linguistic content accordingly, such as vocabulary and phrase lists needed for lessons or exercises. Decide together when key concepts are taught in the native language and when the foreign language is introduced to avoid students having to learn two “new” things at once.
Realistic exercises
Design authentic, real-world exercises where language teachers may also take part as role players. This allows students to practice using language in situations similar to their future jobs. Use real documents and tasks as materials.
Clear learning objectives
When conducting CLIL exercises with a language teacher, establish clear learning objectives for each lesson or activity from an operational perspective. Ensure that the language teacher understands these objectives and the overall purpose of the exercise.
Open mindset
Be open to each other’s suggestions. Diverse teaching methods, such as flipped classrooms, can enhance learning outcomes in both speciality subjects and languages. Regularly attend language classes and invite language teachers to observe speciality subject classes as well. Experiencing exercises firsthand helps language teachers better identify the vocabulary and communication skills students truly need.
Basic knowledge
Ensure that students have mastered the basics of the speciality subject before integrating a foreign language. Introducing language content too early may impair learning in both areas.
Highlight the value of language skills
Help students understand how important language competence will be in their future jobs. Motivation increases when students recognize the practical value of languages in their work.
Student involvement
Encourage students to take an active role in both subject learning and collaboration with language teachers. Their feedback and suggestions can improve course content and quality.
Support for work-life integration
Arrange visits, internships, and projects where students meet future employers. Use collected employer feedback and ask for comments directly from employer organizations.
Joint feedback discussions
After every joint session or exercise, organize debriefs with students, speciality teachers, and language teachers. Also arrange regular meetings with language teachers to assess learning outcomes and accomplishments and identify development needs. Systematically collect feedback from students and language teachers. Review it together and make necessary changes for future sessions.
Pass on knowledge and experience
When new teachers join, actively pass on knowledge about collaboration between language and speciality subject teachers.
Keep the school management informed
Tell management about joint sessions and exercises and invite them to observe.
Native-language materials
by speciality teachers form the foundation of instruction.
Work with language teachers
when designing materials—share your expertise on authentic and relevant language use.
Give language teachers timely access
to your native-language materials so they can adapt them to their lessons.
Use shared digital platforms
(e.g., Moodle, Google Drive) or the models that all parties feel comfortable with to distribute materials.
When combining speciality subject and language teaching
suitable materials include word lists, phrase banks, official documents and forms, plus a range of written and oral tasks.
Materials should be based on authentic job tasks and real-world situations
(e.g., forms, instructions, video content).
An example of co-produced learning materials is case videos
where both operational competence and language use are key elements and may be assessed.
Materials should be updated regularly
based on teacher initiative and student feedback.
Maintain a “revision window”
(e.g. 30 minutes) after each session to note what needs updating.
Introduce vocabulary and phrases early
in subject teaching, even if language exercises come later.
Consider involving students
in material creation (e.g., student-made glossaries based on exercises).
- Ensure that materials reflect workplace and employer expectations.
Students should first master the basics
of the specialty subject before applied language exercises begin.
Pace the teaching carefully
there is no single right rhythm. Tailor it to each group’s needs and decide when applied exercises can start.
Role-player participation is crucial to the success of the exercise
For example, people not specialized in the field make good role players because their behaviour is “less in the know” and they have no preset assumptions about procedures. They also most closely resemble the clients the students will meet in professional practice. People not specialized in the field can therefore create more authentic customer-interaction scenarios, but it is important to brief them adequately for each exercise.
For effective collaboration
it is essential that people not specialized in the field, such as language teachers, are thoroughly oriented and given the chance to familiarise themselves with the other subjects and with real workplace situations. A well-designed exercise benefits both teachers and students.
In addition to staff, students
who possess the necessary or adequate language skills can be involved in training. Give students a chance to play to their strengths: use bilingual or native-speaker students as role players.
When planning an applied exercise
decide whether the main emphasis is on operational procedures or on language learning.
Success depends on everyone’s motivation
Experience shows that the more cooperation takes place, the greater the motivation of all parties—teachers and students alike—and the more meaningful the exercise becomes.
Community spirit, interaction and cooperation are key to success
Effective teamwork and trust in one’s colleagues encourage continuation of the exercises and lower the threshold for asking for help, giving feedback or joining another subject’s exercise. Formal meetings are not always necessary, progress can often be made through informal conversations (for example over a coffee break), which helps the practice evolve.
For a practical exercise to succeed
students must first acquire the necessary background knowledge of the speciality subject before language is introduced. Once the language component is added, it simultaneously challenges and develops professional competence. The sequencing matters: teach the speciality-related task first, then incorporate the foreign-language element, so that students are not forced to process two (or more) new things at once. Otherwise both speciality-related skills and language skills may suffer.
Scenario-based applied exercises in which participants meet people who speak a foreign language
are an effective way to build professional competence. These simulations mirror real-world situations. Role-player involvement is essential, and the aim is not to confine the interaction to a prescribed word list, but to let the situation unfold authentically.
Use language teachers as role players or observers
they add a linguistic and interactional dimension. Their pedagogical expertise can complement your speciality-related know-how.
Differentiate exercises when needed
some can focus more on the speciality-related aspect, others on language, the most effective combine both.
Exercises can include language as part of the assessment
(e.g., an oral proficiency demonstration in English).
In professional interactions
the priority is to give the people involved accurate information, so they are aware of their rights and understand what is happening. Communication in a foreign language does not have to be flawless; what matters is mutual comprehension and that the people involved receive the necessary information—through an interpreter if required—in a form they can understand.
Document and share good practices
successful exercises, vocabulary lists, and models of collaboration—so new teachers can benefit from them.
What if Things Don't Go as Expected?
Don’t be discouraged
setbacks and challenges are part of the process and often lead to better results next time. Learn from them and move on.
Open communication
If problems arise, discuss them openly with language teachers and students. Work together to find solutions and test them in the next session.
Set smaller goals
Break down complex objectives into manageable steps. This helps students feel successful and stay motivated. Consider two-phase exercises:
- operational activity in the native language;
- the same in the foreign language focusing on key parts (e.g., greeting, a simple explanation of what the issue is about, along with the key questions and explanations related to it etc). This way, the student gains a sense of achievement and feels confident to move on to more challenging tasks.
Provide extra practice
If students struggle with language use in operational tasks, coordinate additional instruction or revision with language teachers before joint exercises.
Adapt to learning styles
Work with language teachers to identify students’ learning styles and adjust your teaching accordingly.
Seek peer support
Discuss and share experiences with colleagues and exchange best practices regularly.
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