TY - CHAP A1 - Koenig, Eric A1 - Guertler, Katherine A1 - Tluková, Jolana ED - Vranova, Martina T1 - Harnessing learners’ domain expertise for LSP curriculum development: Experience-based best practices and strategies T2 - New to the LSP Classroom? A Selection of Monographs on Successful Practices N2 - In Chapter 7, a team of authors from European technical universities addresses the most common challenge novice LSP practitioners usually have—inadequate knowledge of the target domain. They propose strategies to develop the language instructor’s technical terminology and concepts. Struggling with feelings of intimidation in an alienating environment of the technical English classroom led the authors to a realization that the best source of target-domain knowledge is their own students. Interacting with students and receiving and appreciating subject-matter input from them bridges the gap between LSP practitioners with humanistic training and their technology-oriented students. By creating the classroom culture of two sets of experts in cooperation to solve a problem, both the teachers and the students can symbiotically learn from each other. Such teacher-student cooperation will give novice LSP practitioners a considerable head start. Moreover, it ensures that course design and curriculum can be tailored to the students’ needs. Such student-guided input will also make up for the intensely felt lack of contact between LSP instructors and experts teaching subject-matter courses. The reflections on the unenviable situation of LSP instructors in an environment where everybody else but them has the target-domain knowledge is then followed by a list of specific in-class and take-home activities that incorporate the student-domain expertise in the ESP classroom. All these activities can be adapted to any language, level of proficiency, or target domain. Y1 - 2023 SN - 978-1-64889-150-2 SP - 131 EP - 146 PB - Vernon Press CY - Wilmington, DE ER -