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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

, 27, 26–47. Wilbur, S. B. (2000). An archaeology of cyberspace: Virtuality, community, identity. In D. Bell & B. M. Kennedy (Eds.), The Cybercultures Reader (pp. 45–55). New York: Routledge. Zimbra, D., Abbasi, A., & Chen, H. (2010). A cyber-archaelogy approach to social movement research: Framework and case study. Journal of Computer-Mediated Communication , 16, 48–70.

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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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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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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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Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms

Abstract

This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.

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Interculturality in English Language Teaching – A Small Study with Portuguese Teachers

Competence for All. Preparation for Living in a Heterogeneous World . Council of Europe Pestalozzi Series, no. 2, Council of Europe Publishing, 2012. Hurst, Nicolas. “Visual Representations in Portuguese Produced English Language Teaching Coursebooks.” Lingvarum Arena , vol. 5, 2014, pp. 21-30, hdl.handle.net/10216/77545. Kordes, Hagen. “Intercultural Learning at School: Limits and Possibilities.” Mediating Languages and Cultures , edited by Dieter Buttjes and Michael Byram, Multilingual Matters, 1991, pp. 287-305. Lázár, Ildikó, et al. Developing and

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New Technologies, Multiple Literacies and Teaching English as a Foreign Language

Practice System Based on Portfolio Analysis”. Educational Technology & Society, vol. 20, no. 2, 2017, pp. 265-277. Ya-Hui, Hsieh, et al. “Exploring the Role of Flow Experience, Learning Performance and Potential Behavior Clusters in Elementary Students’ Game-Based Learning”. Interactive Learning Environments , vol. 24, no. 1, 2013, pp. 178-93. Yang, Shu-Ching. “Integrating Computer-Mediated Tools into the Language Curriculum”. Journal of Computer Assisted Learning, vol. 17, no. 1, 2001, pp. 85-93.

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Exploitation of the Didactic Potential of the COCA in Task-Based Language Teaching Involving Cultural References

-80. Mehren, Anna. “Peculiarities in the Language of Superhero Comics: the Names of the Characters and their Translation into Spanish.” New Approaches to Specialized English Lexicology and Lexicography , edited by Isabel Balteiro, Cambridge Scholars, 2011, pp. 153-74. Meunier, Fanny. “Corpus Linguistics and Second/Foreign Language Learning: Exploring Multiple Paths.” RBLA , vol. 11, no. 2, 2011, pp. 459-77. Nurmukhamedov, Ulugbek, and Andrea R. Olinger. “Computer-Mediated Collocation: Resources for Exploring Word Choice in English Academic Writing.” Writing

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Foreign Language Education in the 21st European Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

as Mediators in the Foreign Language Classroom (Languages for Intercultural Communication and Education) . Clevedon: Multilingual Matters, 2015. Kramsch, Claire. “Third Culture and Language Education”. Contemporary Applied Linguistics . Eds. Vivian Cook and Li Wei. London: Continuum, 2009. 233-54. Lambert, David, and John Morgan. Teaching Geography 11-18: A Conceptual Approach . Maidenhead: Open University Press, 2010. Landsman, Julie, and Chance Lewis, eds. White Teachers / Diverse Classrooms . Sterling, Virginia: Stylus Publishing, LLC, 2006

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