In the 30-month project, CAL worked intensively with approximately 60 educators in the Clifton, NJ district in partnership with the Carnegie Corporation of New York and the Rockefeller Foundation. UK: LexisNexis.CAL has conducted research in the “Academic Literacy through Sheltered Instruction for Secondary English Language Learners” project. “Developing academic language in English language learners through sheltered instruction”. Short, Deborah Fidelman, Carolyn & Louguit, Mohammed. Research Publishing Net, Voillans, France. “New developments in ESP teaching and learnig”. Key Differences between the Civil and the Common Law Legal Systems. “Teaching Legal English: Contexts and Cases”. The Journal of Tecahing English for Specific and Academic Vol. “Challenges in teaching English for Specific Purposes in Estonian Universities”. Merilyn, Meristo & Francisco, Javier López Arias (2020). Journal of Education and Training Studies, Vol. “Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners”. Cambridge University Press, Cambridge, UK Making Content Comprehensible for English Learners: the SIOP Model, 3rd Edition. 2022 from Įschevarria, Jana Vogt, Mary Elen & Short, Deborah. “The needs analysis of English preparatory school instructors towards professional skills in Higher Education”. Available from Įrdogan, Polat & Guron, Mehmet. Journal of Applied Linguistics and Literature, Vol. “Syntactical error analysis on report text”. Retrieved September 2022 from ĭinamika, Soraya Grabiella & Hanafiah, Ridwan. “Teaching Legal English as a second language”. The Journal of Teaching English for Specific and Academic Purposes, Vol 9, No 1, pp. “Possibilities of improving reading of subject specific texts”. Available from Ĭhmelikova Gabriela, (2021). “The importance of needs analysis in ESP course design and evaluation”. Findings revealed that students consider the SIOP lesson more comprehensible than the regular lesson with regard to the most challenging areas of the LE courses, identified from the literature review.īytyqi, Besa. For the reflection activity, students were first delivered a LE lesson based on the SIOP principles and then they were asked to reflect on the experience and compare it to the regular language lessons. Conclusions were made based on the findings from two instruments: a questionnaire with forty (40) students of LE at the South East European University (SEEU) in North Macedonia and their reflections. It utilized both quantitative and qualitative research methodology. With this study we intended to contribute to that gap. However, it seems that no systematic approach has been identified to overcome these challenges. The specificity of legal terminology, the differences among legal systems in the countries, students’ lack of knowledge from the legal field and English teachers’ lack of professional knowledge have been pointed out in the literature as some of the main challenges in teaching LE. The aim of this paper is to propose a model for teaching LE at university level, based on the SIOP principles. If applied to teaching Legal English (LE), it might be useful for both teachers and students. Sheltered Instruction Observation Protocol (SIOP) is an instructional model for lesson planning and delivery for making content in English more comprehensible for non-native English speakers.
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