- 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.
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