Abstract
Legal language, as instrument of legal thought and closely linked to community social events, is derived from the most common terms and concepts of everyday life. The theoretical approach to the teaching of Legal English should therefore be organised around one main object: the linguistic performance in the field of Law in a social-cultural context. By using Adjunct- Content and Language Integrated Learning (CLIL) rather than full CLIL in an integrated approach to the teaching of a foreign language and legal concepts, the teacher copes with teaching languages for specific purposes, preserving the quality of both language and content of the discipline. This paper addresses the benefits of integrating images in such an approach, in an English course to Law students, in order to facilitate language learning and avoid linguistic ambiguity in a discipline which cannot exist outside discourse.
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