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