Training Legal Skills in the ESP Classroom: Mediation Activities and Student Self-Reflection

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14640%2F24%3A00137579" target="_blank" >RIV/00216224:14640/24:00137579 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.7146/hjlcb.vi64.147478" target="_blank" >https://doi.org/10.7146/hjlcb.vi64.147478</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.7146/hjlcb.vi64.147478" target="_blank" >10.7146/hjlcb.vi64.147478</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Training Legal Skills in the ESP Classroom: Mediation Activities and Student Self-Reflection

Popis výsledku v původním jazyce

A general trend in adult education across the disciplines has been the gradual shift from teaching specialized knowledge to developing various skills. The inclusion of professional skills in the area of Languages for Specific Purposes (LSP) is often based on the results of complex needs analyses of the target situation that leads to effective course design both for in-service and pre-service learners. While major law schools have recently started putting a greater emphasis on the training of legal skills, the present article suggests that some of those legal skills can be effectively developed in the ELP (English for Legal Purposes) classroom as well, i.e. among L2 learners of specialist language. That holds particularly for the soft skill of linguistic mediation. Promoted by CEFR, mediation is characterized by the situation when an expert speaker needs to overcome a communicative gap arising from a difference in the technical or linguistic knowledge of the interlocutors. The present article shows how a sample activity can be used for teaching linguistic mediation in the ELP classroom and how it can serve as an opportunity for enhancing students’ critical self-reflection. It describes a custom-made activity – a role-played lawyer-client interview – and analyses students’ subsequent comments on the activity. The paper suggests that self-reflection is deeper if the theory is supplied after the task and that such a practice enhances students’ learning process. It is suggested that the findings are applicable not only to teachers’ syllabus design and classroom activities design but also more generally to pedagogic theory, e.g. the field of LSP teacher training.

Název v anglickém jazyce

Training Legal Skills in the ESP Classroom: Mediation Activities and Student Self-Reflection

Popis výsledku anglicky

A general trend in adult education across the disciplines has been the gradual shift from teaching specialized knowledge to developing various skills. The inclusion of professional skills in the area of Languages for Specific Purposes (LSP) is often based on the results of complex needs analyses of the target situation that leads to effective course design both for in-service and pre-service learners. While major law schools have recently started putting a greater emphasis on the training of legal skills, the present article suggests that some of those legal skills can be effectively developed in the ELP (English for Legal Purposes) classroom as well, i.e. among L2 learners of specialist language. That holds particularly for the soft skill of linguistic mediation. Promoted by CEFR, mediation is characterized by the situation when an expert speaker needs to overcome a communicative gap arising from a difference in the technical or linguistic knowledge of the interlocutors. The present article shows how a sample activity can be used for teaching linguistic mediation in the ELP classroom and how it can serve as an opportunity for enhancing students’ critical self-reflection. It describes a custom-made activity – a role-played lawyer-client interview – and analyses students’ subsequent comments on the activity. The paper suggests that self-reflection is deeper if the theory is supplied after the task and that such a practice enhances students’ learning process. It is suggested that the findings are applicable not only to teachers’ syllabus design and classroom activities design but also more generally to pedagogic theory, e.g. the field of LSP teacher training.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

HERMES - Journal of Language and Communication in Business

ISSN

0904-1699

e-ISSN

1903-1785

Svazek periodika

2024

Číslo periodika v rámci svazku

64

Stát vydavatele periodika

DK - Dánské království

Počet stran výsledku

12

Strana od-do

137-148

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85207785727