Language, law and identity: a language and learning response to the challenges of widening participation of students in law subjects

Abstract

The increasingly diverse cohorts of students studying at new generation universities pose new curriculum challenges for disciplines such as law. These challenges are most visible in written assignments and thus interpreted as “writing problems”. As a consequence, much of the advice available to assist students focuses on “elements of good writing”, advising them primarily on expression and grammar and, in some instances, on the different purposes of legal writing. This paper offers, however, a quite different perspective on what underlies the writing problems of these students, arguing that students need to be knowingly inducted into the different positions or identities embodied in these written tasks, as well as instructed in the language required to “realise” these identities. This approach is explored through analysis of a standard problem scenario assessment task and student responses to the task. Finally, the paper suggests that designing a curriculum to assist these students' entry into the disciplinary practices of the law rests on more collaboration and mutual learning between law lecturers and language and learning lecturers.