Evaluation of CLIL Approach in Legal English Pedagogy
Keywords:Legal English, Linguistic Proficiency, Integrated Methodology, ESP course, CLIL Approach.
AbstractThis study aims at evaluating the efficiency of an integrated legal English course designed to meet the special needs of legal professionals (lawyers, solicitors, and barristers) at the Bar Association of lawyers in Lebanon. The experimental study involves two groups of legal professionals of intermediate English level; one experimental group taught legal English integrated with general academic English using the CLIL methodology, and one control group taught general Academic English (GAE) solely. The study contributes to the body of knowledge about CLIL in a legal context. The results of the study reveal that lawyers of the experimental group outperform those of the control group and are able to comprehend and produce highly professional legal texts. Lawyers’ perceptions towards the integration are highly positive, and the study proves that the CLIL approach quickens the pace of the acquisition of language skills and help lawyers reach a higher degree of language proficiency.
Badea, S. (2017). Designing a legal English course for master of Law students. De Gruyter,
XXIII (2), 233-237. Retrieved from: https://www.researchgate.net/publication/318732101
Contero, C. (2019). Law and Business students’ attitudes towards learning English for specific
purposes within CLIL and non-CLIL contexts. Languages, 4(2), 45. Retrieved from: https://doi.org/10.3390/languages4020045
Dudley-Evans, T. & St. John, M. (1998). Developments in English for specific purposes. Cambridge: Cambridge Language Teaching library.
Dudley-Evans, T. & Johns, A. M. (1991). English for specific purposes: International in scope, specific in purpose. TESOL Quarterly, 297-314.
Fiorito, L. (2005). Teaching English for specific purposes (ESP). UsingEnglish.com. Retrieved
on December 7th, 2010 from <http://www.usingenglish.com/teachers/articles/ teaching-english-for-specific-purposes-esp.html>.
Garner, M. & Luo, J. (2017, January). The Challenges and Opportunities for English Teachers in Teaching ESP in China. Journal of Language Teaching and Research, 8(1), 81-86. DOI: http://dx.doi.org/10.17507/jltr.0801.10
Hughes, S.P. & Madrid, D. (2019). The effects of CLIL on content knowledge in monolingual
contexts. The Language Learning Journal, DOI: 10.1080/09571736.2019.1671483
Hutchinson, T. & Waters, A. (1987). English for Specific Purposes A Learning-centered Approach. Cambridge: Cambridge University Press.
Javid, C. (2013, October). English for Specific Purposes: Its Definition, Characteristics, Scope and Purpose. European Journal of Scientific Research, 112(1), 138-151.
Liebenberg, E. (2012). Using Images as an Effective Tool to Facilitate Teaching Legal Concepts. OpenEdition, XXXI(1), 44-59. Retrieved from:
Martinez Agudo, J.de D. (2019, May). The impact of CLIL on English language competence in monolingual context: A longitudinal perspective. The Language Learning Journal, DOI: 10.1080/09571736.2019.1610030
Mohan, B. A. (1977). Relating language teaching and content teaching. TESOL Quarterly, 13(2), 171-182. Retrieved from: https://www.jstor.org/stable/3586208
Navarro-Pablo, M. & Gandara, Y.L. (2019, September). The Effect of CLIL on L1 competence
development in monolingual contexts. The Language Learning Journal, DOI: 10.1080/09571736.2019.1656764
Ramirez, C. (2015). English for Specific Purposes: Brief History and Definitions. Revistas de Lenguas Modernas, 23, 379-386.
Robinson, P. (1980). English for Specific Purposes. Oxford: Pergamon Press.
Vyushkina, E.G. (2017). CLIL approach to legal English courses: Analysis of practice and
experience. Sustainable Mulilingualism, 10, 136-149. ISSN 2335-2019 (Print), ISSN 2335-2027 (Online). Retrieved from: http://dx.doi.org/10.1515/sm-2017-0007
Wiseman, J. (2018). What is content and language integrated learning? Pearson English.
Retrieved from: https://www.english.com/blog/content-and-language-integrated-learning/
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).