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 LSP/CLIL 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 speciality 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 as a language expert is central to successful LSP/CLIL teaching. As a language expert in your speciality field you communicate any relevant language updates or changes in speciality-related language practice to speciality teachers. Work closely with subject 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 the target language area with speciality subject teachers. This allows them to tailor their instruction accordingly and provide you with timely information about exercise goals and commonly used phrases. If informed by speciality teachers, you may collect more insight into the training expectations of employer organizations as well as information about legal and regulatory changes in the field.
Invite speciality teachers to observe target language lessons
especially important for new speciality teachers. In turn, occasionally observe speciality classes to better understand teaching methods and your students’ subject levels. Collaboration can also help you develop your own subject and pedagogical skills.
Joint planning
Arrange regular meetings with speciality subject teachers before, during and after a course. Begin joint planning early, allowing speciality teachers time to familiarize themselves with operational training and objectives, and to prepare matching subject content accordingly, such as terminology 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.
Open mindset
Be open to each other’s suggestions. Diverse teaching methods (such as flipped classrooms, virtual exchange, computer-assisted language learning) can enhance learning outcomes in both speciality subjects and target languages. If possible, participate in shadowing activities, attend subject classes and invite speciality teachers to observe target language classes as well. Experiencing exercises firsthand helps speciality teachers better identify the language and communication skills students truly need.
Realistic exercises
When designing LSP classes use authentic, real-world exercises where speciality teachers may also take part as role players. Share samples of recorded short presentations, real written reports, annotated texts, etc with speciality subject teachers. Realistic materials and exercises allow students to practice using language in situations similar to their future jobs.
Set clear learning objectives
for each lesson or exercise from the target language perspective. Make sure the speciality teacher understands these goals and the key purpose of the exercise, e.g. share course descriptions and syllabi.
Identify
the key content in the target language that students could master if integrated with speciality subject teaching. You can consult with employer organizations or use feedback from the field to support your decisions.
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.
Basic knowledge
Ensure that students have mastered the basics of the target language before integrating with speciality subject teaching. Introducing language content too early may impair learning in both areas.
Student involvement
Give preference to active training methods (such as icebreakers, fillers, energizers, team building, mingling, brainstorming, buzz and fishbowl groups, debates, role play, simulation, collage, World Café, pyramid discussion, observation or panel discussion, Open Space) to encourage the students’ 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
Participate in visits and projects where students meet future employers and apply both language and professional skills. 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 speciality teachers to assess learning outcomes and accomplishments and identify development needs.
Systematic feedback
Encourage systematic collection and review of feedback from students and speciality teachers which allows to 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 managers about joint sessions and exercises and invite them to observe.
Have target language materials
co-produced and updated by speciality teachers to form the foundation of instruction.
Work with speciality subject teachers
when designing materials—share your expertise on authentic and relevant language use.
Give speciality subject teachers timely access
to the target language materials so they can adapt them to their lessons.
Use digital platforms
(e.g., Moodle, MS Teams, e-mail, Google Drive, etc.) or other modes that all parties feel comfortable with to share materials, e.g., course descriptions, templates, institutionally approved AI policies, or approved textbooks.
When combining subject and language teaching
suitable materials include scaffolding material, such as 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).
Ensure that materials reflect workplace and employer expectations
If needed, invite students to take international language examinations, such as IELTS, STANAG, ICAO, FRONTEXT, Swedish language proficiency.
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 joint session to reflect what needs updating.
Agree with speciality teachers
so they 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).
For effective collaboration, define each other’s roles
It is essential that people not specialized in the field, e.g. language teachers, are thoroughly oriented and given the chance to familiarise themselves with other subjects and with real workplace situations. A well-designed exercise benefits both teachers and students.
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.
Induction for language teachers
If possible, participate in speciality subject exercises and gain insights into workplace practices. This improves your understanding of the subject content and enables you to better support speciality learning. If needed, give basic feedback and advice during operational tasks.
Students should first master the basics
of the specialty subject before applied language exercises begin. If needed, invite students to utilize self-access language learning options onsite or online.
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, e.g. 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.
Students who possess the necessary or adequate language skills can contribute and 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 target 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. If possible, run joint online activities with outreach training bodies, e.g., training colleges in neighboring countries.
For a practical exercise to succeed
students must first acquire the necessary professional knowledge before the target language is introduced. Once the language component is added, it simultaneously challenges and develops professional competence. The sequencing matters: students learn the operational task first, then the target language element is incorporated, so that students are not forced to process two (or more) new things at once. Otherwise, both subject-related skills and target language skills may suffer.
Scenario-based applied exercises
(such as role plays, simulations) 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.
Agree to act as role players or observers
you add a linguistic and interactional dimension. Your pedagogical expertise can complement your operational know-how.
Differentiate exercises when needed
some can focus more on the operational aspect, others on language; the most effective combine both, esp. if performed in the Open Book format.
Exercises can include language as part of the assessment
(e.g., an oral proficiency demonstration in English). Share test and examination specifications and sample task types and templates with speciality (operational) subject teachers.
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. Online collaboration platforms, such as video and audio features on MS Teams, Zoom, Moodle, etc., enable sharing feedback efficiently.
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 speciality 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 target 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). 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 before joint exercises.
Adapt to learning styles
Work with speciality 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. If needed, attend methodology training courses onsite or online, esp. CLIL-type, and join target language teachers associations in the country.
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