I am extremely excited to have the opportunity to review a new book by Alissa Hartig, Assistant Professor of Applied Linguistics at Portland State University, entitled Connecting Language and Disciplinary Knowledge in English for Specific Purposes: Case Studies in Law, which I just yesterday received from the publisher, Multilingual Matters. Part of the reason is that this is, to the best of my knowledge, the first book ever published that presents a study of the teaching of “legal English” from a linguistics perspective.
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.”)
On Tuesday, August 1 at 10:15 a.m. I will have the honor of being part of a panel discussion at the Southeastern Association of Law Schools (SEALS) Conference. The panel, organized by Kirsten Schaetzel of Emory Law school, is titled “International Learners and Legal Writers: Pitfalls and Promising Practices” and also includes Marta Baffy of the Georgetown University Law Center and Catherine Schenker of American University, Washington College of Law.
I will be speaking specifically about ideas and approaches for teaching IRAC (Issue Rule Application Conclusion) discourse to non-native English speaking LLM students in ways that incorporate ESL concepts and pedagogy.
This is my first time attending SEALS and needless to say I am very excited amd looking forward to it as well as the chance to interact with and learn from colleagues at other law schools.
Here is a full description of the panel:
At many law schools today, the number of international students is increasing. These students come from different legal and educational systems and may have trouble understanding and learning the conventions of American legal discourse. This panel, composed of legal writing and English as a Second Language specialists from various law schools, examines areas in legal writing that may be troublesome for non-native English students. Beginning with an overview of cultural differences in writing conventions and expectations, panelists present how they teach different aspects of American legal writing. Panelists cover teaching summaries of legal rules and their various sources of law; IRAC discourse organization and answering essay exam questions; and understanding fact-pattern exercises and responding to them.
If you happen to be attending, then hopefully we will see each other. Stay tuned for a post conference report.
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.
The topics presented were:
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.)
- Beyond Exit Tickets: Teaching Pre-service Candidates Linguistic Assessment Techniques, by Beth Clark-Gareca, University at New Paltz-SUNY
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)
- Empowering Teachers to Address the Challenges of ESP Curriculum Design, Heather Gregg Zitlau, Business English and Jennifer Chang-Lo, Business English, Georgetown University; Julie Lake (legal English) and Michelle Ueland, Legal English, Georgetown University Law Center; Robert Engel, Defense Language Institute; and Liz England, Liz England & Associates LLC (plus general handout, and Ueland handout)
Unfortunately, I also had to miss two presentations I was very excited about seeing:
- 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.
- Having a nice chat with Christine Feak of the University of Michigan’s English Language Institute. Feak, together with John Swales, has published a number of influential books and research articles on teaching academic writing at the college and graduate level to non-native English speakers. She has also developed and taught curricula for legal English in the past, and I discovered that, like me, she also has an affinity for the Lefkowitz case as a vehicle for teaching students to read and brief cases.
- 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.
Early morning by Pike Market in downtown Seattle.
Professor Alissa J. Hartig of the Portland State University’s Department of Applied Linguistics
“Conceptual blending in legal writing: Linking definitions to facts” is a recent article published by Alissa Hartig in the English for Specific Purposes journal based on a textual analysis of the “question presented” in legal memoranda.
Hartig is an Assistant Professor of Applied Linguistics at Portland State University. She is the author of a forthcoming book titled Connecting language and content in English for Specific Purposes: Case studies in law. (Publisher: Multilingual Matters) Her previous
research and writing on the intersection of law and linguistics includes a 2014 article published in English for Specific Purposes titled “Plain English and legal writing: Comparing expert and novice writers.”