On Friday, April 12 I attended (and presented at) a really wonderful Academic Support Professionals (ASP) workshop at New York Law School organized by Kris Franklin of NYLS and Rebecca Flanigan of UMass Law School. It’s the second year in a row that I’ve attended, and I continue to appreciate and learn from this extremely knowledgeable and supportive community.
Prior to attending last year’s workshop, I had always viewed myself as a “legal English” specialist. But now I’ve come to view legal English as a subset of academic support, and I’ve come to view myself as an academic support professional for LLM and non-native English speaking students, where language support is the primary–but not only–need for aiding success in law school.
I presented on the topic of “1.5 Gen. Students and “Sound Right” vs. Read-Right Grammar Strategies.” I talked about (1) the concept of 1.5 generation students; (2) using read-aloud strategies to improve students’ use of articles, prepositions, and -s endings in student writing; and (3) ways for students to use the iWeb Corpus as a proxy for what “sounds right” to help students figure out on their own if they’re using the right word or using a given word correctly.
But what was most interesting to me was the range of topics and perspectives and experiences shared by all the participants from all the different law schools. Here’s a link to a summary on the Law School Academic Support Blog of all the presentations at the NY ASP Workshop:
NY ASP Workshop Review
Posted: 26 Apr 2019 05:40 AM PDT
Myra Orlen was kind enough to put together a recap of the NY ASP workshop. Her report is below. Kudos to Kris Franklin of the NYLS and Rebecca Flanagan of UMass Law School for organizing a wonderful workshop at NYLS…(Click here to read the full post on the Law School Academic Support Blog.)
With each additional year I work at St. John’s Law School, my role seems to evolve increasingly from “legal English” teaching toward a larger umbrella category of “academic support for non-native English speaking LLM students,” with language support of course being a significant component.
This is because, while much of my direct teaching has been with “pre-LLM” students (i.e., our 4-week summer English for American Law School (EALS) course; our concurrent Spring EALS course; and our full semester ALDA legal English program), my colleagues and I have recognized that the majority of our LLM students still have continuing language and academic support needs and areas for improvement throughout their time in the program. This shift has grown in part out of conversations I’ve had with our legal English counterparts at Georgetown Law, who have been offering extensive legal English support to their LLMs for some years now. And it’s also benefited from interactions with our very collaborative Dean of Academic Achievement, Susan Landrum, whose focus is on JD students but frequently has tuned us in to helpful resources and best practices in the field of academic support in general as well as the existence of a large and collaborative community of law school academic support professionals.
Armed with increased awareness and knowledge, the challenge has been to somehow squeeze in substantive ongoing language support while also adapting other forms of academic support for non-native English speaking LLM students (and also for the increasing number of international JD students) without burdening or interfering with students’ already busy schedules and coursework. To that end, here are some of the solutions I and my Office of Graduate Studies colleagues have developed:
1. Conversation Partners Program: Native English speaking JD student volunteers are matched with LLM students who express interest in having a Conversation Partner. (This includes my ALDA students who are required to have a Conversation Partner.) A key “innovation” that I think has helped encourage participation is setting 15 minutes as the amount of time for Conversation Partners to meet (as opposed to an hour or 30 minutes). Also, building relationships with and soliciting JD student volunteers from student groups such as the International Law Student Association and the Multi-lingual Legal Alliance.
2. Written Language Feedback Project: Currently, two Writing Fellows from the law school’s Writing Center are now providing written language feedback to a sample group of 8 students from the LLM Legal Research & Writing course during the semester with guidance and oversight from me. Continue reading