The purpose of this article is to contribute to the professional development of teacher-trainers worldwide, with practical applications for instructors and curriculum developers who work to improve English proficiency in the professional/vocational training realm. The goal is to address situational language use during professional training so that trainees can interact with the language, understand "why," learn professional content, and develop English proficiency concurrently. Integrating language use into training is important because research on teaching multilinguals shows that learning content and learning language occur simultaneously (e.g., de Oliveira 2023).