This paper describes how ESOL and vocational teachers in an Australian technical and further education (TAFE) institute work together to prepare students to complete their vocational courses and obtain employment. Students are concurrently enrolled in an ESOL and a vocational course, and the teachers of these courses work closely together, jointly planning their respective courses and taking equal responsibility for the student groups. Drawing on theoretical concepts from "academic literacies" studies in higher education, we explain how shared delivery can shift the pedagogy from deficit models, which maintain the disciplinary status quo, to social practice models that open the way to challenge established disciplinary pedagogies and practices. This is accomplished largely due to the equal sharing of the "ownership" of the programme by the two teachers. We propose that such a model better prepares students for a changing world of work.