Applying content and language integrated learning in legal English classes: A Vietnamese perspective.
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| Title: | Applying content and language integrated learning in legal English classes: A Vietnamese perspective. |
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| Authors: | Thanh-Huong Nhac1 nhacthanhhuong@gmail.com |
| Source: | Issues in Educational Research. 2023, Vol. 33 Issue 4, p1513-1531. 19p. |
| Subject Terms: | *English language education, *Integrated learning systems, Vietnamese people |
| Abstract: | To develop learners' competence for subject-specific terms and language skills, many teaching approaches have been implemented in teaching and learning English for specific purposes (ESP). Content and language integrated learning (CLIL) is one of such methods expected to achieve this goal in tertiary education contexts. However, the correlation between language students' and teachers' views on the issue of CLIL in ESP teaching and learning has received inadequate attention from educational scholars. This study, therefore, aimed to examine both teachers' and learners' perspectives on the application of CLIL in teaching and learning legal English. The research used survey questionnaires and semi-structured interviews with 243 students attending legal English courses together with seven instructors of legal English. The results illustrated a general congruence between learners' and teachers' high appreciation of the benefits from CLIL principles implementation in legal English classes. In other aspects, the findings show that two sets of the participants have met obstacles concerning content knowledge for specific law areas. Moreover, English instructors are also struggling in the preparation of teaching materials and activities for their lessons. Such findings set practical pedagogical implications for language educators in ESP teaching and learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 175511902 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Applying content and language integrated learning in legal English classes: A Vietnamese perspective. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Thanh-Huong+Nhac%22">Thanh-Huong Nhac</searchLink><relatesTo>1</relatesTo><i> nhacthanhhuong@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Issues+in+Educational+Research%22">Issues in Educational Research</searchLink>. 2023, Vol. 33 Issue 4, p1513-1531. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Integrated+learning+systems%22">Integrated learning systems</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnamese+people%22">Vietnamese people</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: To develop learners' competence for subject-specific terms and language skills, many teaching approaches have been implemented in teaching and learning English for specific purposes (ESP). Content and language integrated learning (CLIL) is one of such methods expected to achieve this goal in tertiary education contexts. However, the correlation between language students' and teachers' views on the issue of CLIL in ESP teaching and learning has received inadequate attention from educational scholars. This study, therefore, aimed to examine both teachers' and learners' perspectives on the application of CLIL in teaching and learning legal English. The research used survey questionnaires and semi-structured interviews with 243 students attending legal English courses together with seven instructors of legal English. The results illustrated a general congruence between learners' and teachers' high appreciation of the benefits from CLIL principles implementation in legal English classes. In other aspects, the findings show that two sets of the participants have met obstacles concerning content knowledge for specific law areas. Moreover, English instructors are also struggling in the preparation of teaching materials and activities for their lessons. Such findings set practical pedagogical implications for language educators in ESP teaching and learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1513 Subjects: – SubjectFull: English language education Type: general – SubjectFull: Integrated learning systems Type: general – SubjectFull: Vietnamese people Type: general Titles: – TitleFull: Applying content and language integrated learning in legal English classes: A Vietnamese perspective. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Thanh-Huong Nhac IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 33 – Type: issue Value: 4 Titles: – TitleFull: Issues in Educational Research Type: main |
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