“Get in touch with your foreign classmates”: international
collaboration within legal English classes

k 2022

“Get in touch with your foreign classmates”: international collaboration within legal English classes

BILOVÁ, Štěpánka

Základní údaje

Originální název

“Get in touch with your foreign classmates”: international collaboration within legal English classes

Autoři

BILOVÁ, Štěpánka

Vydání

CercleS 2022 The Future of Language Education in an Increasingly Digital World: Embracing Change, 2022

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

60200 6.2 Languages and Literature

Stát vydavatele

Portugalsko

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

English for specific purposes; legal English; international collaboration; presentation skills; podcasts

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 20. 2. 2023 23:18, Mgr. Štěpánka Dillingerová, Ph.D.

Anotace

V originále

Experiencing online teaching during the COVID-19 crisis brought new opportunities concerning not only the format, tools, or the content, but also students who could participate in the lessons. I would like to compare two projects which brought together law students of different countries. While working within their home legal English course at the Faculty of Law, Masaryk University (Czech Republic), the students collaborated with foreign “classmates”, specifically with Polish students in Spring 2021, and Hungarian students in Autumn 2021. Even though both scenarios were organized in legal English classes, the observations and tips might be inspiring for any ESP course. Both projects involved a task-based activity in which the main goal was to produce an output on a legal topic while implementing information and opinions from students of the other country. The major differences included the type of outputs and the level of students´ autonomy throughout the project. In the 2021 Spring project, the students were asked to deliver a team presentation and the teachers could follow their collaboration easily because all the work was happening in a closed Facebook group. The 2021 Autumn project required the students to record a team podcast, however, the students were given leeway in the form of cooperation. In the paper, I will describe both scenarios and present the outcomes of the questionnaires completed by the students. The questions were related to the involvement and autonomy of students, to the skills that the students developed, and the evaluation of the project. The results showed that both projects were successful in contributing to student learning, however, the more autonomous cooperation seemed to lead to more difficulties in the cooperation process than the controlled one.

Citovat

BILOVÁ, Štěpánka. “Get in touch with your foreign classmates”: international collaboration within legal English classes. In CercleS 2022 The Future of Language Education in an Increasingly Digital World: Embracing Change. 2022.

@proceedings{2258677,
   author = {Bilová, Štěpánka},
   booktitle = {CercleS 2022 The Future of Language Education in an Increasingly Digital World: Embracing Change},
   keywords = {English for specific purposes; legal English; international collaboration; presentation skills; podcasts},
   language = {eng},
   title = {“Get in touch with your foreign classmates”: international collaboration within legal English classes},
   year = {2022}
}

TY  - CONF
ID  - 2258677
AU  - Bilová, Štěpánka
PY  - 2022
TI  - “Get in touch with your foreign classmates”: international collaboration within legal English classes
KW  - English for specific purposes
KW  - legal English
KW  - international collaboration
KW  - presentation skills
KW  - podcasts
N2  - Experiencing online teaching during the COVID-19 crisis brought new opportunities concerning not only the format, tools, or the content, but also students who could participate in the lessons. I would like to compare two projects which brought together law students of different countries. While working within their home legal English course at the Faculty of Law, Masaryk University (Czech Republic), the students collaborated with foreign “classmates”, specifically with Polish students in Spring 2021, and Hungarian students in Autumn 2021. Even though both scenarios were organized in legal English classes, the observations and tips might be inspiring for any ESP course. Both projects involved a task-based activity in which the main goal was to produce an output on a legal topic while implementing information and opinions from students of the other country. The major differences included the type of outputs and the level of students´ autonomy throughout the project. In the 2021 Spring project, the students were asked to deliver a team presentation and the teachers could follow their collaboration easily because all the work was happening in a closed Facebook group. The 2021 Autumn project required the students to record a team podcast, however, the students were given leeway in the form of cooperation. In the paper, I will describe both scenarios and present the outcomes of the questionnaires completed by the students. The questions were related to the involvement and autonomy of students, to the skills that the students developed, and the evaluation of the project. The results showed that both projects were successful in contributing to student learning, however, the more autonomous cooperation seemed to lead to more difficulties in the cooperation process than the controlled one.
ER  -

BILOVÁ, Štěpánka. “Get in touch with your foreign classmates”: international collaboration within legal English classes. In \textit{CercleS 2022 The Future of Language Education in an Increasingly Digital World: Embracing Change}. 2022.

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