ABSTRACT
This chapter explores the pedagogical implications of the findings from the Language in the Trades Education (LATTE) project and how these findings can be applied to a practical trades training context, integrating a focus on language with learning a trade. A key focus of the LATTE project was describing what tutors were already doing to help their learners to understand and use trades language, what P. Gibbons describes as making ‘linguistic bridges between learner language and the target register’, and the links between language and content. The chapter describes contextual practices, and what tutors are already doing to support their learners to understand and use the language of the trades and help their learners to build these ‘linguistic bridges’. It outlines the key principles informing how we put our research into practice in a vocational trades training context. The research exploring the writing of the diaries identified a range of moves that learners used in their written explanations and descriptions.
