54
LEGAL MINDS THINK ALIKE: LEGAL ENGLISH SYLLABUS DESIGN AND THE
PERCEIVED LANGUAGE NEEDS OF PRESENT AND FORMER STUDENTS OF LAW
Barbora Chovancová
Masaryk University
Faculty of Law
Language Centre
Veveří 70, 611 80 Brno, Czech Republic
barbora.chovancova@law.muni.cz
Abstract
The article discusses the results of and the rationale behind a needs analysis survey carried out
among students and recent graduates with the aim of modifying and innovating an existing
course syllabus. It documents the preparation of the changes in the Legal English syllabus at
the Faculty of Law as part of Impact project implemented at the MU Language Centre. The
findings from the questionnaire surveys are contrasted with the language requirements that
major law firms place on their recruits. The paper proposes some ways of including changes
in the new syllabus of legal English for undergraduates. The preparation of the new syllabus
aims to make the course as relevant as possible to the CEFRL and the future language needs
of law students.
Introduction
The aim of this paper is to discuss the innovation of instruction that is currently under way in
the Language Centre at the Faculty of Law, Masaryk University, as a part of a university-wide
project (the “IMPACT Project”). The project is meant to address two main areas: (1) to
improve language testing and to ensure its uniformity across all the faculties, and (2) to
implement the innovation of a number of language courses in the area of LSP (Language for
Specific Purposes). After describing the results of a needs analysis survey carried out among
current students and former graduates, the present paper suggests some of the ways in which
the syllabus of the existing course will be modified and redesigned on the basis of the survey.
1 Current state of affairs
All law students are currently required to take a four-term course in a foreign language for
legal purposes. Students can choose from LSP courses in English, German, French or, most
recently, Spanish. The courses terminate with an exam. As regards the “English for Law”
course, it is based on various materials from diverse sources, such as the legal English
textbooks by Marta Chromá (cf., e.g. [3]), which are aimed specifically at Czech students, and
the coursebooks in international legal English by Amy Krois-Lindner and Matt Firth (cf. [7],
[8]). In addition, teachers have been using a large number of their own materials designed to
cater to the specific needs of their students, as well as, for instance, various video-based
activities on diverse legal topics.
The current project has given the language teachers involved the opportunity to reflect on
their present syllabi and reconsider its composition in terms of the language skills practised,
the professional topics covered, the authentic materials used, etc. Teachers have been invited
to make changes in order to improve the existing LSP syllabi and keep them up-to-date with
the latest developments in the methodology of English for Specific Purposes (ESP). In order
to ensure that the modified syllabus is maximally relevant to the real needs of the law
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students, it was decided to base some of the changes on the analysis of the learning needs of
the students.
2 Needs Analysis
Needs analysis, as a diagnostic tool that has been a quintessential part of ESP for decades,
was systematically developed by Hutchinson and Waters, the “godfathers” of the field, in the
1980s (Hutchinson and Waters 1987 [6]). As opposed to general English courses that are
universal in their orientation because they cater to people who want to use English for very
diverse non-specific purposes, ESP classes are aimed at quite specific, usually very
homogenous audiences. Needs analysis serves as a tool that helps to pitch the course content
so that it covers the most relevant topics, language skills, vocabulary and other languagerelated
matters that learners may be required to use in the workplace. When carrying out a
needs analysis survey, the respondents and the methods need to be carefully decided upon so
that the results can be actually used effectively in course design. Thus, for instance, a recent
study in the language needs of nurses in Thailand has documented how the preparation of a
medical English course reflected the needs of multiple stakeholders: the nurses themselves,
the patients and the hospital director, who were all interviewed about their expectations (Gass
2012: 14-18 [5]).
When describing effective ways of carrying out needs analysis, Basturkmen (2013) [1]
specifies the following components: target situation present situation, learner factor and
teaching content analysis. While target situation refers to the future communicative situations
for which the students are preparing, present situation captures the students’ current and
immediate needs. Learner factor involves the motivation of the students, their different
learning styles and the reasons why they study the foreign language. Finally, teaching content
analysis relates to the content that can be realistically included in the course.
In our teaching situation, the students are law students in their first and second years of law
studies in a five-year master’s program. When establishing the students’ needs, we have to
consider not only their present position, but also at the employment prospects they face after
graduation, even though for most students the target situation is four to five years away in a
relatively distant future. Thus, target situation analysis involves data about the needs of our
graduates’ in their future jobs, present situation analysis considers what the students need
professional English for in the course of their studies, learner factor analysis takes into
consideration their motivation (which affects, among other, the teachers’ efforts to make the
lessons enjoyable and student-friendly). Finally, teaching content analysis includes a realistic
estimate of the contents of a university ESP course, given the constraints of time.
As far as the target situation is concerned, it may be difficult to establish what kinds of jobs
the future graduates from the Faculty of Law may perform because the range of possible
future careers is quite broad. Thus, teachers of ESP may not be the best judges of what
students’ future needs are, partly because they do not have direct experience of the target
situation (cf. Eslami 2010 [4]). For that reason, it was decided to approach recent graduates
and ask them to share information about the classes they had recently attended. The idea was
that this approach could help in refining the new syllabus so that it might prepare students
well for their future professional needs, as far as their English language skills are concerned.
As opposed to their limited ability to consider the target situations, teachers are much better
equipped to assess the present needs of their charges. This may be done directly during their
lessons, e.g. by monitoring the students’ performance in class, as well as outside of the
classroom by finding out from students and law teachers about what English language skills
students may need in the course of their studies. Learner factor is also something that can be
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studied directly in class – a teacher will typically find it quite easy to observe what students
are motivated by and what tasks and activities work well.
Teaching content is closely connected with the stakeholders involved in ESP classes, in
particular the Faculty of Law that commissions the courses for their students. It is a given
factor that the course takes place in the first and second years and each of the four terms lasts
12 weeks. After attending the course, the students should attain language proficiency on the
B2 level.
3 Respondents
Two separate surveys were carried out in order to assess the target situation on the one hand
and the present needs of our students on the other. In the former survey, data were collected
from recent graduates via e-mails. The latter was performed on groups of students in their first
and third semesters of study by means of a questionnaire distributed in the first class of each
respective term.
3.1 Graduates’ Perspective
In spring 2012, recent graduates (up to 5 years after graduation) were sent an e-mail
questionnaire, consisting of 6 questions asking them to assess the legal English classes they
attended during their studies both from the student and present perspective. They were also
asked what job they were currently in, whether they needed to demonstrate their language
skills when applying for the job (during a job interview), whether they needed legal English in
their current job, and, finally, what English language training they thought future lawyers
need in order to be ready for their jobs.
As regards the findings obtained from the questionnaire, the most important one was most
probably that up to three quarters of all the graduates surveyed said that they did not use
English in their jobs. That percentage turned out to be much higher than expected. Some of
recommendations about what should be included in legal English lessons in order to make
them relevant for the future needs of law faculty graduates included the following replies:
working with authentic materials; drafting contracts; judgements; powers of attorneys;
formal correspondence; reading of literature in English; working with legal sources in
English; case studies; Plain English; negotiation in English; oral presentations; and
language for meetings (for more details, see Chovancová 2013 [2]).
3.2 Law firm Perspective
The findings from the graduate survey were compared with oral interviews conducted with
law firm representatives from several law firms, including Squire Sanders, Allan and Overy,
Rentsch Legal, Ekologický právní servis, Holásek and partners. The interviews confirmed the
information obtained from law graduates. The requirements, as far as English language skills
are concerned, placed on successful job applicants included: being good at legal writing,
especially drafting contracts in English; being able to work with legal documents in English;
having good speaking skills (being able to understand when Skyping); and mastering business
correspondence.
3.3 Present Students’ Perspective
The paper questionnaire that was given to first- and third-term students consisted of three and
two questions respectively. The questions were ‘What do you expect to do in your legal
English classes?’ (first term students only); ‘What do you expect to use English in your
57
studies and in your professional career for’; and ‘What do you actually want to learn and feel
you need to learn?’
3.4 Responses – First-term Students
In response to the first question, most students answered that they expected to learn a lot of
“important words and phrases”. Other replies included “something about law systems in
English speaking countries”. Some students also mentioned group work. When predicting
their language needs in the course of their studies and after graduation, a surprisingly high
number of students stated explicitly that they wanted to work and live abroad. Many others
expressed an interest in working in international firms, expecting to use English there in order
to communicate with their colleagues and clients. As far as studies were concerned, the
majority of the students hoped to go on Erasmus study stays to other EU countries. Even the
students who said that they did not expect to use English in their future jobs claimed that they
were still highly motivated to learn English. The lists of self-perceived language needs and
wants most frequently included speaking skills (or, as one student put it, “skills in non-casual
communication“). Students appears to have strong feelings about grammar (some feel they
need it, some would like to avoid it completely). Vocabulary was mentioned often – many
students seem to perceive it as the main content of the course. They also said they wanted to
have fun, play language games and watch legal movies in class. The overall finding was that
the students are highly motivated to improve their English.
3.5 Responses – Third-term students
The questionnaires were also given to students in their third term of study. The aim of asking
this particular group of respondents was see how the level of sophistication and insight into
what can be realistically expected in one’s professional career compare to the opinions of
newly admitted students. This comparative perspective did reveal that the self-perceived
needs and wants of students actually change during their studies, most likely as a result of a
more realistic encounter with the world of law.
While students showed more familiarity with options available to them during their studies
(Erasmus; SVOČ; summer school abroad; diploma work; work with sources; with a foreign
teacher; to understand speakers at conferences), their understanding of the legal profession is
still somewhat vague. They expect to work with documents in English/from EU; rulings of
foreign courts, etc. Just as their younger colleagues, some also consider working abroad, even
though the number of students who explicitly say so is considerably lower. The following
student commented on the need to use English as a means of accessing relevant information
and being up-to-date with the latest developments, cf. I expect to use Legal English in my
studies in foreign country (Erasmus) and in my professional career to study new information
from books, magazines…in English.
Among third-term students, motivation remains high. There does not appear to be a
significant difference between students in their first and third terms of study. The two terms of
English they go through at the Faculty of Law do not seem to increase (or decrease, for that
matter), their interest in the language. There are some negative responses, although such
overly negative one as the following are exceptional: I hope that in my future English will be
used very little. My English is horrible and I hope that this is my last year with it.
Most students see mastering English as an opportunity to get better job. Some are very precise
and ambitious: To understand legal English that means I would like to fully understand
technical legal, highly complicated judgements, articles where legal English is used and are
extremely hard to understand by non-educated people. It may be surprising that students in
58
their third term of study still predominantly believe that learning foreign language in an LSP
class equates the acquisition of new vocabulary, since many replied that they believe they
should learn many new terms. Some students appear to have a more accurate grasp of what
may be needed in the future. Cf. the following replies:
 read law texts would be great, i.e. international contracts, judgements of the European
court.
 I want to learn about anglo-american legal systems in much greater detail with
vocabulary to support it.
 I think I could need some more practical knowledge, e.g. more of “legalese“ to better
understand legal documents.
Some students have also expressed thoughts concerning the English language course that they
are (or have been) attending. Although there were no questions in the questionnaire asking
explicitly about their experience with the course and the syllabus, several students did include
positive remarks on their overall satisfaction with the course, cf. I think that what we learn
now is what I need.
Conclusion
The questionnaire survey has revealed a number of interesting points about the contexts in
which students expect to be using English after graduation. It is evident that their expectations
do not quite match the actual English-language tasks that recent graduates report that they
have to be able to perform in their jobs. It thus appears that needs analysis aimed at
discovering the needs, wants and lacks of students that should be addressed in an ESP class
can greatly benefit if data are obtained from multiple stakeholders – e.g. current students as
well as recent graduates who are able to contrast their English language experience with the
demands of the real world. This approach certainly confirms Tardy’s (2013) [9] observation
that “the needs of students within the target context, using the target language, are a starting
point for course design”. After all, the graduates have the most accurate grasp of what the
needs of the students are.
In general, the needs analysis survey has found that legal English is an extremely important
skill for law practitioners, despite the fact that law has traditionally been seen as local matter.
In response to the findings from the survey, the new syllabus will include a number of
changes and modifications in order to reflect the real needs of the professionals in the target
situation. It is imperative that certain skills that have so far been overlooked need to be
practised much more and need to be assigned a much more central role in the syllabus. This
concerns, among other, writing in general and drafting legal documents in particular, working
with authentic materials, and practising more advanced speaking skills, such as negotiations
or lawyer-client interviews. Less emphasis should be placed on common law and more focus
should be placed on Czech law and European legal issues. The new syllabus should try to
establish a balance between content and skills – the main emphasis should be on the
processing of information. However, the findings concerning the present students’ needs and
wants also indicate that a successful course must be designed in such a way that it contains a
lot of speaking practice as well as offers a potential for enjoyment (by including some fun
elements), which are all very important for keeping the students extrinsically motivated.
Last but not least, the newly designed syllabus will also reflect the external requirements of
the Common European Framework of Reference for Languages (CEFRL) and establish a
better connection between course and exam. In this way, it will ensure interconnectedness
with the best international practices in the field.
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Literature
[1] BASTURKMEN, H.: Needs Analysis and Syllabus Design for Language for Specific
Purposes. In: Chapelle, C.A. (ed.) The Encyclopedia of Applied Linguistics. Blackwell,
2013. Online ISBN: 9781405198431.
[2] CHOVANCOVÁ, B.: From Classroom to Courtroom: Preparing legal English students
for the real world. In: Vystrčilová, R. (ed.) Právní jazyk – od teorie k praxi (Legal
Language - from Theory to Practice), Olomouc, 2013, pp. 69–76, ISBN 978-80-7409-
068-4.
[3] CHROMÁ, M.; DVOŘÁKOVÁ, J.; DAVIDSON, S.W.: New Introduction to Legal
English, revised edition. Praha, Karolinum, 2011, ISBN 978-80-24619507.
[4] ESLAMI, Z. R.: Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach to
English for Academic Purposes (EAP) in Iran. English Language Teaching, 3 (1), 3–11,
2010, ISSN 1916-4742.
[5] GASS, J.: Needs Analysis and Situational Analysis? Designing an ESP Curriculum for
Thai Nurses. English for Specific Purposes World, 36 (12), 2012, ISSN 1682-3257.
[6] HUTCHINSON T.; WATERS, A.: English for Specific Purposes: A Learning-centred
Approach. Cambridge: Cambridge University Press, 1987, ISBN 0-521-31837-2.
[7] KROIS-LINDNER, A.; FIRTH, M.; Translegal: Introduction to International Legal
English. Cambridge: Cambridge University Press, 2008, ISBN 0521718996.
[8] KROIS-LINDNER, A.; TransLegal: International Legal English, 2nd
ed. Cambridge:
Cambridge University Press, 2011, ISBN 0521279461.
[9] TARDY, C. M.: Language for Specific Purposes – Research Methods. In: Chapelle,
C.A. (ed.) The Encyclopedia of Applied Linguistics. Blackwell, 2013. Online ISBN:
9781405198431.
Mgr. Barbora Chovancová, Ph.D.
60
LEGAL MINDS THINK ALIKE: SUBJEKTIVNĚ POCIŤOVANÉ JAZYKOVÉ POTŘEBY
ABSOLVENTŮ A JEJICH VLIV NA INOVACE SYLABU PŘEDMĚTU PRÁVNICKÁ
ANGLIČTINA NA PRÁVNICKÉ FAKULTĚ MASARYKOVY UNIVERZITY
Jedním z cílů projektu IMPACT, realizovaného na Centru jazykového vzdělávání
Masarykovy univerzity (CJV MU), je v oblasti inovace příprava a implementace změn v
sylabu předmětu Právnická angličtina. Tato prezentace dokumentuje přípravu změn,
založenou na analýze potřeb, která byla provedena na vzorku absolventů PrF MU, a na
následném srovnání výsledků s jazykovými požadavky pro žadatele o práci ve významných
právních kancelářích. Na základě zjištění jsou navrhovány způsoby, jakými by změny měly
být implementovány do nového sylabu předmětu Angličtina pro právníky vyučovaného na
MU. Důležitým kritériem při přípravě nového sylabu je snaha připravit kurz tak, aby co
nejlépe odpovídal nejen SERR, ale i budoucím jazykovým potřebám studentů práva.
LEGAL MINDS THINK ALIKE: SUBJEKTIV GEFÜHLTE SPRACHLICHE BEDÜRFNISSE
DER ABSOLVENTEN UND DEREN EINFLUSS AUF DIE INNOVATION DER LEHRPLÄNE
DES FACHS JURISTISCHES ENGLISCH AN DER JURISTEN FAKULTÄT DER MASARYKUNIVERSITÄT
BRÜNN
Eines der Ziele des Projekts IMPACT, das vom Fremdsprachenzentrum der MasarykUniversität
Brünn (MU) durchgeführt wird, hat Innovation, Vorbereitung und
Implementierung von Änderungen im Lehrplan für juristisches Englisch zum Inhalt. Diese
Präsentation dokumentiert die Vorbereitung der Änderungen, die am Muster der Absolventen
der juristischen Fakultät der MU durchgeführt wurde. Diese Vorbereitung basiert auf einer
Bedarfsanalyse und auf einem Vergleich der Ergebnisse mit den sprachlichen Anforderungen
für diejenigen Absolventen, die sich in bedeutenden Anwaltsbüros bewerben. Auf Grundlage
dieser Feststellung werden Arten und Weisen vorgeschlagen, wie die Änderungen in den
neuen Lehrplan des Lehrfaches juristisches Englisch implementiert werden können. Ein
wichtiges Kriterium bei der Vorbereitung des Lehrplans besteht in der Bemühung, den Kurs
dergestalt zu planen, dass er möglichst nicht nur dem europäischen Referenzrahmen für
Sprachen entspricht, sondern auch den künftigen sprachlichen Bedürfnissen der Jurastudenten
gerecht wird.
LEGAL MINDS THINK ALIKE: SUBIEKTYWNIE ODCZUWANE POTRZEBY JĘZYKOWE
ABSOLWENTÓW I ICH WPŁYW NA UDOSKONALENIE SYLABUSA PRZEDMIOTU
PRAWNICZY JĘZYK ANGIELSKI NA WYDZIALE PRAWA UNIWERSYTETU MASARYKA
W BRNIE
Jednym z celów projektu IMPACT, realizowanego w Centrum Kształcenia Językowego
Uniwersytetu Masaryka, jest w zakresie innowacji przygotowanie i wdrożenie zmian
w sylabusie przedmiotu Prawniczy język angielski. W niniejszym opracowaniu
przedstawiono sposób przygotowania zmian opartego na analizie potrzeb, przeprowadzonej
na próbce absolwentów Wydziału Prawa Uniwersytetu Masaryka oraz późniejsze porównanie
wyników z wymaganiami językowymi stawianymi osobom ubiegającym się o pracę
w ważnych kancelariach prawniczych. Na podstawie wyciągniętych wniosków opracowano
sposoby wdrożenia zmian w nowym sylabusie przedmiotu Prawniczy język angielski
wykładanego na Uniwersytecie Masaryka.