Cross-Examining English-Medium Legal Education

Autor/in	Dundon, John Terry
Titel	Cross-Examining English-Medium Legal Education
Quelle	In: Studies in Applied Linguistics & TESOL, 19 (2019) 2, S.44-60 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Legal Education (Professions); Law Schools; Native Language; Language Usage; Organizational Change; Academic Achievement; Applied Linguistics; Language Planning; Educational Policy; Foreign Countries; International Education; Outcomes of Education + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Juristischer Beruf; Sprachgebrauch; Organisationswandel; Schulleistung; Linguistics; Linguistik; Angewandte Linguistik; Sprachwechsel; Politics of education; Bildungspolitik; Ausland; Internationale Erziehung; Lernleistung; Schulerfolg
Abstract	Increasingly, English is being used as a medium of instruction in law schools around the world, even in countries that do not use English in their legal systems. This paper examines three related research questions about this phenomenon. First, it explores why these law schools are choosing to deliver law degrees in English, notwithstanding the discrepancy between the language of instruction and the languages in which local laws are written. Next, it assesses how English is actually being used in law school classrooms and what other institutional changes appear to be occurring at the same time. Finally, it examines what, if anything, can be said about the effect that English-medium instruction may be having on student content achievement. Many elements of these research questions appear to be unanswered by research in either applied linguistics or legal education, and directions for future empirical research are therefore suggested. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01