Given that motivation is cited as one of the keys (along with aptitude) to language learning, I’ve been thinking a lot about student motivation and buy-in in connection with developing and teaching legal English curriculum to LLM students. I’ve also been thinking about grammar and how to help students improve. So when we decided to add an additional ALDA class on Fridays this semester (and that I would be teaching it), I decided to try and tackle both of these topics in one semester-long effort.
Friday Field Trips
Each semester I’ve made it a point to devote three or so classes to field trips: One to federal court, one to state court, and one to a law firm. In the past, we’ve also done trips to the United Nations and the Court of International Trade. The students, needless to say, love these trips. But they also are a fantastic way to build background knowledge for the students. And of course field trips provoke a basis, desire and motivation for learning more.
So this semester I’ve set a schedule of one field trip every two weeks. The first will be to the Supreme Court in Queens County to visit a judge whose clerk is a St. John’s Law School alumnus. Additionally, we plan to visit both federal and state courts (to watch trials, motions, jury selection, etc.) as well as a police station, a couple different types of law firms (large and small), Queens Legal Services, and the United Nations. The biggest development, however, has been that as LLM students not in my ALDA classes have learned about them, they too have expressed interest in joining along for the Friday Field Trips. And from my perspective, the more the merrier and the better overall experience it will be. Continue reading →
In other words, it is an entire book that thinks deeply and conceptually–far more deeply and conceptually than I would be able to–about how to teach law with language support to non-native English speaking law students (e.g., international LLM students). If I can read and absorb even 10% of what’s in this book, I feel like I will ascend to a higher legal English plain. Which suggests that if I absorb the entire book I will attain some sort of legal English nirvana. (Side note: Wondering whether this is the first instance of “legal English” collocating with “nirvana.”) Continue reading →
Pam Dzunu, Stephen Horowitz, Shelley Saltzman, and Kirsten Schaetzel
I had the honor of joining an esteemed panel of legal English professionals last Thursday at the TESOL 2017 Convention in Seattle for a presentation titled “Legal Language: Strategies for Effective Communication in Law School.” The panel was organized by legal English expert Pamela Dzunu of Washington University of St. Louis School of Law and also included experienced legal English practitioners Kirsten Schaetzel of Emory Law School and Shelley Saltzman of Columbia University.
Pam Dzunu presenting on Using Storytelling to teach legal English.
An amusing slide from Michelle Ueland’s presentation on Empowering Teachers to Address the Challenges of ESP Curriculum Design
In addition to our panel presentation, I also had the opportunity to attend several other excellent, informative and thought provoking presentations, including:
Collectivizing for Reading Developing in the L2 Legal Classroom – English for Specific Purposes, by Lindsey Kurtz of Penn State University. (Lindsey is one of a handful of people conducting linguistic research on law school language and learning.)
A slide from Kirsten Schaetzel’s panel presentation on Engaging, Enriching and Empowering ESP Teachers and Students
Engaging, Enriching, and Empowering ESP Teachers and Students, Cynthia Flamm and Maria Tameho-Palermino, Boston University; Marta Baffy and Michelle Ueland, Georgetown University Law Center; Kirsten Schaetzel, Emory Law School; and Shelley Saltzman, Columbia University (all legal ESL professionals with extensive experience)
Unfortunately, I also had to miss two presentations I was very excited about seeing:
Teaching Advanced ESP Writing Using Dialogue, Feedback, and Iterative Feedback by Kia Dennis, Julie Lake, Michelle Ueland (powerpoint), and Marta Baffy of Georgetown Law Center and Kirsten Schaetzel of Emory Law School (additional powerpoint by K. Schaetzel)
I joined the English for Specific Purposes (ESP) Special Interest Group meeting and had the opportunity to connect with and get to know not only legal English professionals, but also teachers, consultants, and administrators (e.g., outgoing president Robert Connor of Tulane and ESP group newsletter editor Kevin Knight of Kanda University in Japan among others) who develop and teach curricula related to engineering, business, tourism, and medicine among other relevant ESP fields that are increasingly in demand.
Meeting Ted Chen, a lawyer who now teaches legal English at Edmunds Community College in Lynwood, WA near Seattle. He’s the first person I’ve met who teaches legal English at the community college level. (If you know of others, I’d love to hear about them.) He’s incorporated some interesting ideas into his course including inviting a police officer to visit his class and answer questions–an idea I would love to incorporate when we teach criminal law in the ALDA Program next semester!
Final comment: Seattle is a beautiful city with a wonderful vibe, even in the rain. Especially in the rain, come to think of it.
One of the great things about being Director of Legal English Programs (and a linguist) at St. John’s Law School is that Queens is not only the most culturally diverse place in America but also the most linguistically diverse.
The reason this post caught our attention is 1) we are currently developing a contract drafting curriculum for a new course (Drafting: Litigation Documents & Contracts) intended for non-native English speaking LLM students, and 2) descriptivist vs. prescritivist is a big theme in the world of applied linguistics and grammar, a theme that ran throughout my MA TESOL studies.
In case you’re not up on things in the linguistics/grammar world, professionals in the field have increasingly Continue reading →