- Native-language materials produced and updated by speciality teachers form the foundation of instruction.
- Work with language teachers when designing materials—share your expertise on authentic and relevant language use.
- Give language teachers timely access to your native-language materials so they can adapt them to their lessons.
- Use shared digital platforms (e.g., Moodle, Google Drive) or the models that all parties feel comfortable with to distribute materials.
- When combining speciality subject and language teaching, suitable materials include 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.
- 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 session to note what needs updating.
- 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).
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