Abstract
This article describes how the authors collaborated to create a large enrolment law course that had equally weighed pedagogical goals: to teach Thai law students how to read, understand and communicate legal terms using English, to teach social justice and to teach fundamental lawyering skills employing clinical legal education methodologies. The article demonstrates how such goals can be accomplished in large enrolment courses in which students are unfamiliar with participatory learning models. In the context of discussing innovations in a 300 student Legal English course, the article illustrates how a law course can both impart knowledge and help students develop a wide range of lawyering skills as well as develop their identity as thoughtful, reflective, professional practitioners for whom social justice is a value, regardless of their professional goals.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
