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CLIL Approach to Legal English Courses: Analysis of Practice and Experience

Summary

The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI – English as a Medium of Instruction – is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student’s major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer’s professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer’s activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course “Client Consultation in English”. This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.

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Is the Samogitian Dialect Going to Die Out? Implications of Showing Pride in Being a Samogitian and Attitudes Towards Samogitianness on Samogitian Facebook Pages

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Valuing Cultural Identity for Successful Teaching and Learning: Applying Culturometric Committed Communication Humanist Principles in Educational Contexts

Références bibliographiques Barth, B.-M. (2003). L’enseignant-médiateur. Un rapport renouvelé à la pédagogie ? Médiations et Sociétés , 6, 16–17. Barth, B-M. (2013). Elève-chercheur, Enseignant médiateur . Montréal : Editions Retz. Baumann, U. (2016). An investigation of the background, practice and intercultural communicative competence of part-time distance language tutors at the Open University. Practice and Evidence of Scholarship and Learning in Higher Education , 11 (1), 45–56. Béguin, C. (2008). Les stratégies d

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A Plurilingual Approach to ELT in Primary School: Towards an Ecological Perspective

:10.1111/1467-9481.00221. North, B., & Piccardo, E. (2016). Common European Framework of Reference for Languages: Learning, Teaching, Assessment Developing Illustrative Descriptors of Aspects of Mediation for the CEFR . Strasbourg: Council of Europe Publishing. O’Neill, B., Bennett, J., & Vanier, C. (2010). Crossing linguistic boundaries: Making the most of cross-linguistic influence in the language classroom. Working Papers of the Linguistics Circle of the University of Victoria, 20 , 50–62. Retrieved from https://pdfs.semanticscholar.org/adef/c623f5

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The Effects of a Study-Abroad Experience on Pre-Service Foreign Language Teachers’ Teaching Philosophies

References Alred, G., & Byram, M. (2002). Becoming an intercultural mediator: A longitudinal study of residence abroad. Journal of Multilingual and Multicultural Development , 23(5), 339–352. Ateşkan, A. (2016). Pre-service teachers’ cultural and teaching experiences abroad. Journal of Education for Teaching , 42(2), 135–148. doi: 10.1080/02607476.2016.1144634. Barkhuizen, G., & Feryok, A. (2006). Pre-service teachers’ perceptions of a shortterm international experience programme. Asia-Pacific Journal of Teacher Education , 34(1), 115

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