- 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).m
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