scholarly journals Teaching Legal English with “Modified Clil”

2021 ◽  
Vol 66 (1) ◽  
pp. 25-44
Author(s):  
John Terry Dundon
Keyword(s):  
Theory And Practice ◽  
Law Students ◽  
Academic English ◽  
Intrinsic Interest ◽  
English Class ◽  
Reading Materials ◽  
Language Classes ◽  
Per Se ◽  
Core Class ◽  
Language Issues

Abstract This paper will describe the methodology for teaching legal English used at the Fordham University School of Law’s Legal English Institute (LEI), a one-semester program for law students and attorneys. Reasonable minds may disagree about the most effective methodology for teaching legal English, or for that matter any other form of academic English, but we have developed an approach that is informed by both theory and practice. At LEI, we use a “modified CLIL” format, with four substantive classes on topics in U.S. law that run in parallel with a core class on legal English. All four substantive classes use authentic reading materials that are similar to those used in an LL.M. program, and these materials are recycled in the legal English class and form the basis of discussions about language issues. Our use of content classes (as opposed to explicit language classes) to elicit language issues has proven to be effective and it also helps keep students motivated, as students tend to have more intrinsic interest in legal topics than in language study per se.

scholarly journals Self-Access and Metacognitive Awareness in Young Learners: How Japanese Sixth Graders Learn How to Learn English

2015 ◽  
pp. 399-412
Author(s):  
Robert J. Werner ◽  
Yu Kobayashi
Keyword(s):  
Sixth Grade ◽  
Sixth Graders ◽  
Theory And Practice ◽  
Metacognitive Awareness ◽  
Motivating Factors ◽  
Practical Applications ◽  
Young Learners ◽  
English Class ◽  
Watching Tv ◽  
English Instruction

This paper discusses theory and practice related to self-access and metacognitive awareness in young learners. While still an emerging field, the paper presents several studies that describe young learners’ self-access through playing online multi-player digital games, watching TV/films, and reading various types of texts. The teaching of metacognitive awareness, or ‘learning how to learn’, is also discussed, and examples illustrate how this knowledge is applied to learning both in class and beyond. The latter part of this paper describes elementary English instruction in Japan and includes practical applications of learning how to learn through examples from a Japanese sixth grade English class. The students discuss motivating factors beyond the classroom, how they access metacognitive knowledge, and strategies they apply to better learn English.

Appearing Acts: Creating Readers in a High School English Class

1994 ◽  
Vol 64 (4) ◽  
pp. 450-474 ◽  
Author(s):  
Joan Kernan Cone
Keyword(s):  
High School ◽  
Group Discussion ◽  
Collaborative Reflection ◽  
Cultural Backgrounds ◽  
High School English ◽  
Self Perceptions ◽  
English Class ◽  
Reading Materials ◽  
Student Journals

Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.

scholarly journals Extensive Reading in Foreign Language Classes

2016 ◽  
Vol 21 (1-2) ◽  
pp. 86-92
Author(s):  
Nabaraj Neupane
Keyword(s):  
Foreign Language ◽  
Role Model ◽  
General Information ◽  
Extensive Reading ◽  
Web Based ◽  
Course Materials ◽  
Wide Range ◽  
Reading Materials ◽  
Language Classes ◽  
Faculty Of Education

Extensive reading (ER) has been advocated for having numerous benefits and values to foreign language classes. The Faculty of Education, Tribhuvan University has prescribed a wide range of textbooks, reference materials, and web-based materials, especially for Masters’ students. Besides, these learners are required to read out-of-the-course materials, too. These contexts call for extensive reading on the part of the learners. Based on this background, the present study aimed to explore the learners’ choice for reading materials, their purposes of reading, and the expected teacher roles. The study followed the survey research design. The respondents were 100 M.Ed. 1st and 2nd year English students of the academic year 2014-15 A.D. of Prithvi Narayan Campus, Pokhara. The respondents preferred easy, interesting, informative and enjoyable materials to read; their objective of reading was to obtain general information; and they expected teachers to be prompter, participant, counselor, and role model. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 86-92

scholarly journals Lest We Forget the Realm of Armed Conflicts: A Guided Discussion on the Law of Armed Conflict/International Humanitarian Law

2021 ◽  
pp. 1-50
Author(s):  
Yugichha Sangroula
Keyword(s):  
Armed Conflict ◽  
Theory And Practice ◽  
Law Students ◽  
Armed Conflicts ◽  
International Humanitarian Law ◽  
Humanitarian Law ◽  
Initial Attempt ◽  
Law Of Armed Conflict ◽  
Key Issues ◽  
The Law

The paper is a doctrinal and a dialectic endeavour to comment on LOAC/IHL from a bird’s-eye view. It is the author’s initial attempt to contribute to an ongoing discussion on the theory and practice of LOAC/IHL, reflecting on the key issues relevant to Nepal. The question-answer approach is based on the author’s interactions with law students, colleagues, members from the police, military, victims, bureaucrats and politicians in the Nepali diaspora. The paper will benefit from the readers’ critique.

Stories Make Readers

2022 ◽  
pp. 880-904
Author(s):  
Juli-Anna Aerila ◽  
Merja Kauppinen
Keyword(s):  
Second Language ◽  
Language Education ◽  
Language Instruction ◽  
Literacy Skills ◽  
Pedagogical Practices ◽  
Reading Abilities ◽  
Reading Materials ◽  
Language Classes ◽  
Child Centered ◽  
Development Of Language

Using literature in multilingual and second language classes promotes literacy skills and helps children to adapt to second language instruction. This chapter presents the theoretical framework and practical implementations for enhancing the use of literature in multilingual environments employing Stories Make Readers (StoRe)–project as an example. StoRe concept helps to promote the use of fictional literature and to increase the reading materials and reading time at school and at home. An important aim is to offer, in multilingual groups, reading materials that correspond to the reading abilities and interest of the readers, and to connect different collaborative, child-centered, and multidisciplinary activities in reading. The multilingual line of the StoRe project, called Creating Innovative Approaches to Language Education (IKI), identifies and promotes innovative models for the use and development of language in education and creates research-based, pedagogical maps that help teachers develop and improve their pedagogical practices.

English for Specific Purposes in the Digital Age

2021 ◽  
pp. 322-341
Author(s):  
Lorena Clara Mihăeş
Keyword(s):  
Language Education ◽  
English For Specific Purposes ◽  
Academic English ◽  
The European Union ◽  
Education Policies ◽  
Health Crisis ◽  
Traditional Assessment ◽  
English Class ◽  
The University

The information revolution has enhanced the role of English as the lingua franca of global communication and has dramatically increased the demand for academic English courses which focus on discipline-specific knowledge. The present chapter examines the current state of English for Specific Purposes (ESP) course at the University of Bucharest, Romania. Against the wider background provided by language education policies and digital initiatives within the European Union, the chapter presents how technology-integrated teaching methods have begun to shape both the content and the delivery format of the specialised English class and to renew the task-based framework on which the course is developed. If, not long ago, the traditional assessment was considered the only reliable way of testing students' knowledge, the initially forced adoption of e-assessment following the global health crisis has shown that it can be an efficient tool, covering a relevant evaluation of both receptive and productive skills.

scholarly journals An Exploratory Study on the Relationship between Demotivation and Academic Fields among Chinese EFL Learners

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Chili Li ◽  
Ting Zhou
Keyword(s):  
Learning Strategies ◽  
Related Factors ◽  
Learning Abilities ◽  
Intrinsic Interest ◽  
Efl Learners ◽  
English Class ◽  
Academic Fields ◽  
Important Others ◽  
Negative Effect ◽  
The Relationship

The purpose of this study is to examine the relationship between demotivation and academic fields among Chinese EFL learners. To this end, a 33-item self-made questionnaire was administered to 128 Chinese tertiary EFL students. The collected data were processed by means of both descriptive and inferential analysis. The results identified eight salient demotivators: Teaching Contents and Teaching Process, Teacher-related Factors, Classroom Learning Environment and Facilities, Deficient English Learning Abilities, Lack of Intrinsic Interest, Undesired Influences of Important Others, Textbooks and Teaching Materials, and Lack of Effective Learning Strategies. The Independent T-test results showed that English majors were significantly different from the students of International Trade in the following four demotivators: Teacher-related Factors, Teaching Environment and Teaching Facilities, Lack of Intrinsic Interest, and Undesired Influences of Important Others. The findings of this study would be implicative for helping English teachers reduce the negative effect of demotivation in college English class in China and beyond.

Technology-Integrated Teaching and Assessment

2018 ◽  
pp. 187-205
Author(s):  
Lorena Clara Mihăeş
Keyword(s):  
European Union ◽  
Language Education ◽  
Academic English ◽  
The European Union ◽  
Education Policies ◽  
Specific Knowledge ◽  
English Class ◽  
Current State ◽  
The University

The information revolution has enhanced the role of English as the lingua franca of global communication and has dramatically increased the demand for academic English courses which focus on discipline-specific knowledge. The present chapter examines the current state of teaching and assessing English for Specific Purposes at the University of Bucharest, Romania. Against the wider background provided by language education policies and digital initiatives within the European Union, the chapter presents how technology-integrated teaching methods have begun to shape both the content and the delivery format of the specialised English class and to renew the task-based framework on which the course is developed. The assessment, however, is more indebted to the traditional type of evaluation. The undergraduate English for History course will be given as an example in point.

Investigating individual trajectories in experiencing boredom in the language classroom: The case of 11 Polish students of English

2020 ◽  
pp. 136216882091400
Author(s):  
Mirosław Pawlak ◽  
Mariusz Kruk ◽  
Joanna Zawodniak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
English Language ◽  
Self Report ◽  
English Classes ◽  
English Class ◽  
Language Classes ◽  
Language Classrooms ◽  
Learner Differences ◽  
The Individual

Although boredom can be regarded as a ubiquitous emotion in most educational settings, including foreign and second language classrooms, and this condition can have a detrimental effect on the process of learning, it has to a large extent escaped the attention of second language acquisition researchers dealing with individual learner differences. The study reported in this article sought to fill this gap by investigating the trajectories of boredom exhibited in a practical English class by 11 Polish university students majoring in English. The data were collected by means of a background questionnaire, the Boredom in Practical English Language Classes Questionnaire (BPELC), and an in-class boredom questionnaire, including a self-report boredom grid, an open-ended query and an evaluation of the class based on a semantic differential scale. It was found that general proneness to experience boredom in practical English classes translated into distinct patterns of boredom in the class in question. At the same time, it turned out that the individual trajectories in experiencing boredom often deviated from the general patterns, being shaped by unpredictable constellations of individual and contextual factors.

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