The research aims to examine the impact that industry representatives as potential employers could have on the multilingual communication training of law students in remote mode due to unexpected global emergencies. The study examines multilingual communication skills that can be improved by including employers in remote mode due to a pandemic emergency. The research also examines features of multilingual communication training that students might find relevant due to employers` live participation in remote training due to an emergency. The study uses tests of reading, listening, writing, speaking, an error-based assessment of translation and interpreting skills at the beginning and end of the training period, and a questionnaire as research tools. The research is based on a mixed approach and incorporates a range of methods, including theoretical analysis of relevant literature, pilot training of students, descriptive statistics and interpretation, content-based analysis, clustered and factorial analysis for data processing and discussion. The results of the pilot studies confirm that the consistent and systematic inclusion of live contributions from industry representatives in multilingual communication training in remote online mode can improve law students` skills in reading, listening, writing, speaking, translating and interpreting. In addition, the study proved that students positively rate employers` regular live participation in online distance learning. They appreciate not only the opportunity to improve their legal language skills, but also their legal mindset and knowledge in a multilingual context. In addition, the study shows that the emergency transition to LSP, T&I distance learning with the regular participation of employers requires management solutions adapted to the respective activities. International certificate examinations are considered an objective, reliable and equivalent means of assessing students` foreign language skills at the end of their university language course. All stakeholders seem to be satisfied with this type of assessment, i.e.
students, school authorities and teachers. Certificate exam courses are quite easy to structure for teachers, students leave universities with internationally recognized degrees – proof of their language skills, which also become known for universities. However, when we think about students` goal needs, we may see discrepancies and have to make difficult decisions. The first and most striking deviation concerns the content to be taught. Legal English courses leading to Legal English exams develop vocabulary, reading skills and, to a lesser extent, writing. They prepare students for a British exam and familiarize them with common law concepts and procedures. However, Polish students come from a country with a civil law tradition and will most likely work in law firms in the future, where they will have to explain the concepts of the Polish or European legal system in English or write these concepts in English. Unfortunately, there are no objective measures, apart from those set by the teachers themselves to assess the learning outcomes of this part of the Legal English courses. Perhaps they will be approved in the long run by the students themselves after they start their career as lawyers.
Today, however, we can only wonder if we are teaching them the right skills, how an effective legal English course for law students should be structured, which outcome is more valuable – a lawyer with an English certificate or a lawyer – an effective communicator. The paper reports on a survey of lawyers` language needs in four European countries, with the aim of determining their views on the importance and use of foreign language skills, as well as their preferences for ELP course content. The data, obtained from a questionnaire survey of 536 legal practitioners from Poland, the Czech Republic, Croatia and Germany, show that while respondents agree on many key points, there are also some differences due to respondents` age and the specific tasks they perform in the legal profession. are conditional. The article argues that these variables need to be considered in the context of LSP, as they determine some of the specific needs that need to be addressed in teaching legal English. Il est suggéré que les conclusions sur l`importance autoperçue des avocats et les styles d`apprentissage préférés sont très pertinentes pour les praticiens du PSL, en particulier lors de la conception de programmes d`anglais juridique et d`anglais juridique. A must-have for a future lawyer. Lehrerbuch » is a publication prepared for teachers working with a textbook for legal English « Legal English. A must-have for a future lawyer ». This ebook, in addition to valuable methodological advice, contains the key to the tasks, the texts of recordings as well as additional information in the field of law, which can be helpful in teaching legal English. Remark! Ebook protected by Adobe DRM. Otworzysz go za pomocą Adobe Digital Editions (ADE) The paper presents the results of a needs analysis conducted with former graduates of the Faculty of Law to identify the relevant current and future needs of law students and graduates with respect to their teaching of English.
The results of the research will feed into the language course innovation, which is currently being conducted at Masaryk University`s Language Centre as part of the “Impact” project. In addition to reporting on the results of the survey, which will have an impact on the redesign of the English for Law Students curriculum, the document argues that there is a need for a “transfer needs analysis”, where the target needs of students in the ESP class are not specified by actual students. but by former graduates. whose “extra-professional” perspective is based on their actual professional experience. Research in LSP studies is now developing at an unprecedented pace, reflecting the increasing complexity, diversity and dynamism of the professions and their discourses. The objective of this volume is to disseminate the results of research conducted by practitioners in various professional and educational institutions. From economics, law and logistics to music, medicine and veterinary medicine, the chapters of the contributions highlight the many challenges of teaching technical language in these fields. This book is primarily intended for LSP researchers and practitioners, but should also be of interest to anyone with a professional interest in teaching technical language in professional contexts.
