Best Practices

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: (1) operational activity in the native language; (2) 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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