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 →
Urban law schools present rich opportunities for learning outside the classroom. Our ALDA and TLPLLM students recently had a wonderful class trip to the United Nations Headquarters, located just across the East River in Manhattan. In addition to the standard tour of the building, meeting rooms and General Assembly, we arranged a private briefing by a United Nations legal officer on the topic of the Court of International Justice.
In the briefing room.
Future UN delegates in the General Assembly.
Professor Piper and I knew that once we were at the U.N. we would have little control over the flow of the program. So we prepared in our respective classes the day before the trip by first having our students talk about what they do know about the United Nations as a way to aggregate shared knowledge and build background knowledge for the tour and briefing. Professor Piper had her writing class research the different U.N. bodies, and the briefing topic. Following their research, students predicted things they would see and learn during their tour, and composed a list of questions they wanted answered on the trip. ALDA students also developed questions they had about the U.N. that they might like to ask. I then turned the list into a checklist which I handed to ALDA students on the day of the tour. The students’ task was to check off any questions or topics that were answered or addressed during the course of the tour.
This type of prediction/question activity can function as Continue reading →