The Aim
To foster a collaborative environment where students acquire practical and effective professional language skills relevant to your professional field, directly enhancing their employability and contribution to your organization.
Your role
As a prospective employer, your involvement is crucial in bridging the gap between academic learning and work-related professional demands.
Employer to student:
Provide information
about internships, including opportunities that require LSP skills. If possible, hold joint meetings with subject and language teachers and student representatives.
Provide students with work-related context
i.e. participate in planning (and if possible, taking part in) role-plays and give students practical experience.
Participate in student conferences/seminars/exams
and provide constructive feedback.
Give students the opportunity
to learn a professional language in an authentic work environment including during internships.
Provide constructive feedback
for evaluating students in the workplace/internship and share it also with subject and language teachers.
Employer to language and specialty teachers:
Provide insight
into the specific language skills and terminology required in your field.
Provide resources and guidance
(content) on how to improve LSP/CLIL teaching and students’ professional language skills.
Participate in curriculum design
by giving input for language and subject teachers to jointly develop course syllabi or LSP lesson plans.
Enable language and specialty teachers
to teach students professional language in work environment at least 2 times during a course/semester.
Provide opportunities
for job-shadowing.
Provide peer observation
and feedback to LSP (e.g. CLIL classes).
Advise on lesson content developed
by language and subject teachers, categorized by subject and language skills.
- Share professional vocabulary and terminology lists.
- Share materials for a resource repository of authentic materials (e.g., case studies, reports, technical manuals, correspondence) relevant to different specialties and available for LSP lesson planning.
Maintain open and sustainable communication
with students, language and specialty teachers (agree on a communication channel most convenient for all participants) and regularly share best practices.
Provide insight
into the specific language skills and terminology required in your field.
Support language teachers
in familiarising themselves with subject content.
Be actively involved
in collaborative projects, joint classrooms (i.e. CLIL lessons).
Provide constructive feedback
on student performance.
Ensure that educational programs
(curricula) are aligned with the needs of your organization.
Consider opportunities
for lifelong learning to create a bridge between your agency and associated educational institution.
Whenever the employer
(e.g. Estonian Emergency Dispatch centre) makes changes in their work procedures due to changes in the law or the society at large (e.g. COVID, e-scooters in traffic, new forms of cybercrime), the respective changes are also made in the curriculum.
Foreign language teachers
are included in the trainings and dissemination of new information early on, so that given changes could be introduced also in the LSP classes in Russian and English.
Similarly, language teachers
have access to all the simulation software used in the practical instruction to use them also in LSP classes, if necessary (e.g. in emergency dispatcher studies to map applications, call proceeding and dispatch software).
Employees of the respective agencies
take active part in CLIL classes and provide feedback in terms of content and functionality.
Employers participate in research and development activities
in the work of the school’s advisory board, career fairs, graduation thesis supervision and field trips to employer institutions (e.g. in aviation studies to airports, airlines, ANSP).
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