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09 - Lê Nguyễn Thảo Thy-4926-10508 - CB method
09 - Lê Nguyễn Thảo Thy-4926-10508 - CB method
09 - Lê Nguyễn Thảo Thy-4926-10508 - CB method
6 (2021) 125
Abstract: Content-based instruction (CBI) has been applied widely in teaching English for
specific purposes. This study aims to delineate a lecturer’s views of teaching legal English using the
content-based instruction approach. A narrative frame was employed as the primary data source to gain
insights into the perspectives of a Vietnamese lecturer. The participant was invited to write a reflection
on different stages of his career from the past to the present and what he plans to do in the future. The
data also came from classroom observation and teacher’s lesson plans. The findings show that the
application of the content-based approach contributed to students' development in legal English.
Students have opportunities to learn and use the target language in an environment in which language
acquisition takes place through subject-matter knowledge. Moreover, the findings of this study reveal
the teacher's concerns about teaching materials as well as the teacher’s content knowledge.
Keywords: content-based instruction, legal English, English for specific purposes
*
Corresponding author.
Email address: lntthy@hcmulaw.edu.vn
https://doi.org/10.25073/2525-2445/vnufs.4745
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 126
with CBI, the last part focused on the 3.2. Procedure of Data Collection and
teacher’s projection to improve his teaching. Analysis
Each part included reflective elements from The interview took place at the
the four frames by Wette and Barkhuizen beginning of the study. The participant then
(2009) that are second language teaching completed his reflection on teaching legal
and learning, research methodology, English using a narrative frame. Particularly,
language curriculum and material he gave instructional practices when he
development, and assessment in the taught legal English including the teaching
language curriculum. The narrative frame approaches, the teaching materials that he
was structured following three used and developed; he also provided
commonplaces of narrative inquiry by information regarding his professional
Clandinin and Rosiek (2007), including responsibilities and development.
temporality, sociality and place. In the first
dimension, events, people and objects in a In addition to the interview and
state of temporal transition are described teacher’s reflection, the researcher observed
with a past, a present, and a future. The and examined the lesson plans of four legal
second dimension of sociality is about English classes, including 2 listening classes
personal and social conditions. Finally, the and 2 reading classes because those were the
third dimension contains information about available courses he taught during the
the physical locations where the semester the researcher conducted the study.
investigation unfolds. During classroom observations, the
researcher took detailed field notes to
Classroom observation and teacher’s understand the teacher’s teaching practice.
lesson plans were employed to find out how The way the ESP teacher delivered the
ESP lessons were delivered as well as how lesson and the students’ engagements in
students participated in the lessons. Data class were recorded. The researcher also
from classroom observations and lesson took notes on some important aspects
plans reinforced the teachers’ viewpoints on regarding the target learners and teaching
the CBI approach and explored how the CBI approach to develop a narrative frame. The
approach has been applied in teaching legal field notes could enrich the teacher’s story
English. Observations help the researcher and produce insights into his teaching
learn participants’ points of view and self- practice.
interpretations of what they believe and how
they behave (Gray, 2004). The third data The interview, teacher’s story and
source was the teacher’s lesson plans, in field notes were coded. Thematic analysis
which the researcher could see how the ESP was employed to explore and describe the
teacher prepared the lessons, what were the teacher’s story. The data obtained from
lesson objectives, and how the teacher classroom observations were organized and
designed the activities to meet the objectives described by key events and settings. The
of the lessons. Larsen-Freeman and researcher paid attention to the participant’s
Anderson’s (2011) principles of the teaching practice, teaching materials,
application of CBI in English classes were challenges, and learners’ differences.
used as a framework for building an 3.3. Pedagogical Setting and Participant’s
observation scheme and analysing data from Profile
classroom observation. Moreover, stages of
The research was conducted in a
designing lesson plans by Shrum and Glisan
public university based in Ho Chi Minh city.
(2010) were adapted to evaluate teacher’s
The faculty of languages provided English
lesson plans.
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 129
training for English-majored students and teaching legal English courses; particularly,
students taking the advanced programs. For he taught language skills, listening,
the English-majored students, specialized in speaking, reading, writing, and a course of
legal English, they had to complete legal legal drafting.
English skills courses (legal listening, legal
reading, legal writing, and legal speaking) 4. Findings and Discussion
before moving on to other courses including
4.1. Teaching Story
legal drafting and translation. The required
materials were Introduction to International 4.1.1. In the Past
Legal English by Amy Krois-Lindner and As Mr. Trung shared in his story
Matt Firth, International Legal English by about teaching general English and
Amy Krois-Lindner, and the materials Academic English (test preparation), he
developed by lecturers in the faculty. believed that with the experience of teaching
In this study, purposeful sampling different groups of students, with different
was used, in which the participant was levels and at different ages, he was confident
“selected purposefully to permit inquiry into when “presenting and performing” himself
and understanding of a phenomenon in- in front of the learners, as well as when he
depth” (Patton, 2014, p. 104). The had to deal with new materials. Mr. Trung
participant complied with the following asserted that he has “acknowledged what he
criteria, that is, the teacher was (1) teaching should do with learners and how to improve
legal English, (2) experiencing the CBI their language proficiency.” However,
approach in teaching legal English, and teaching ESP courses is new for him, and
(3) acknowledging the importance of the requires him to learn a lot, both the teaching
CBI approach in teaching ESP. The method and the discipline-specific
participant of the research was one teacher competence. As Hutchinson and Waters
that fit the criteria. The inquiry examines Mr. (1987) claim that the difference between
Trung’s narrative of legal English teaching. teachers teaching general English and ESP
Mr. Trung (a pseudonym) holds a Master's practitioners, ESP teachers have to adapt
degree in Education, specializing in teaching themselves to a new environment because
English for speakers of other languages they have not been trained with specialized
(TESOL) from an overseas institution. Mr. knowledge of the subject.
Trung has been teaching English for seven Mr. Trung was not officially taking
years. He undertook the journey of teaching any classes in the first semester. He attended
English for Legal purposes in 2019 by the classes of the former lecturers in the faculty,
faculty’s appointment. He did not have learned the way they delivered the lesson,
expert knowledge in law. Being shifted to how they set up the activities, and gave
teach Legal English was a challenge for Mr. explanations to their students. He also read a
Trung. He wanted to teach general English bunch of materials related to law and legal
first and learn more about legal English English, and sought help from other lecturers
before he could officially transform to ESP who had experience in legal English
teaching. However, the faculty needed a teaching. His supervisor also allowed him to
lecturer teaching this part of the curriculum. practice teaching several lessons. Although
He was young and unmarried, so he had not officially, his very first experience in
plenty of time to conduct some research on legal English teaching was legal drafting.
legal English, compared to other candidates This subject, as Mr. Trung said, was the
who were also accepted as lecturers at that hardest. Talking about the difficulties
time. Currently, Mr. Trung was in charge of
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 130
Mr. Trung had to face when he started to in Legal English. Not only did they study
transform to legal English teaching, he languages, but they also dealt with law
stated: “…one of the greatest concerns was subjects to gain background knowledge
the specialized knowledge and the teaching supporting them with legal English subjects.
strategies to students majoring in Legal Teaching legal English majored students
English”. Regarding the content matter, required Mr. Trung to “enrich the
Basturkmen (2019) notes that ESP teachers specialized knowledge and update
are aware of the importance of the need for information from various sources.”
disciplinary content knowledge. However, Furthermore, the difference between the
some subjects are much easier to learn than meaning of words in legal English and their
others. A teacher of legal English has to meanings in general English is one of the
learn a lot regarding the language of the law, challenges he encountered in his teaching
when the language is utilized, how a court preparation. As Haigh (2009) mentioned,
works and also the legal terminologies. some words used in legal contexts have
Nevertheless, not all English teachers know different meanings as their normal uses. Mr.
these aspects of law very well. As for Trung also admitted that “the lack of
Mr. Trung, he could not deliver the lessons essential materials for professional practice
successfully and sufficiently, making his has become the major hindrance in
time in class become stressful and preparation of lessons and projects.” As a
sometimes, there were embarrassing result, he had to devote a lot of time to decide
moments. Although he was carefully noted the appropriate materials and sources to
down every term and predicted what prepare the lessons; as well as choose the
students might ask, unexpected situations appropriate teaching methodology to make
happened. As a novice ESP practitioner, he sure that he could successfully deliver the
sometimes could not handle everything. lessons to the students.
Mr. Trung posited: “the explanations of Tran et al. (2019) in the evaluation of
some chapters, related to the legal field, ESP courses conclude that the teaching
have not been expressed well, satisfied my practice of teachers in charge of ESP courses
students’ expectations.” Mr. Trung did not encourage students’ communication.
emphasized that did not teach law, he was a The teacher’s lectures took up most of the
teacher of English. Helping students acquire class time, and activities were all in the
legal knowledge was out of his coursebook. Thus, this teaching
responsibilities. In this regard, Wu and methodology is teacher-centred, not student-
Badger (2009) state that the content matter is centred. During the time of observing and
not the responsibility of ESP teachers. ESP doing research on teaching ESP, Mr. Trung
teachers, in fact, deal with “the notion of a realized that ESP lessons also aimed to help
process and the language used to realize that students develop their English skills like in
notion” (p. 21) Atay, Kaslıoglu and Kurt other English courses; therefore, lecturing is
(2010) provide strategies for ESP teachers is not considered an effective way to teach
to avoid students questions related to the ESP. This is in line with Poedjiastutie’s
subject matter if they are not sure about the (2017) statement that ESP courses help
answers. They can state directly that their learners develop not only the ability to read
knowledge in the field is limited. ESP and understand the materials in their fields
teachers can consult the students for but also speaking and writing skills. ESP and
explanations and answers to such questions. other forms of English teaching are not
Mr. Trung’s students were those who different although the contents may vary
majored in the English language, specialized (Hutchinson & Waters, 1987).
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 131
As the textbook was utilized for four role of comprehensible input. Its role is to
courses and divided into smaller sections for provide opportunities for contextualized,
different teachers in charge, the content of meaningful use, to test out hypotheses about
one lesson was limited. This requires Mr. the target language” (p. 252).
Trung to extend the teaching content and 4.1.2. At Present
prepare more activities for his class. Mr. Trung
wanted his students to understand the terms Mr. Trung’s teaching practice has
through explanations and examples taken been improved at present. However,
from authentic legal contexts so that they difficulties were still there. He tried to guide
could have more motivation and specific students to focus on the points he prepared
purposes to use their target language. beforehand. He focused on language only
Students, moreover, need more and avoided answering questions related to
opportunities to produce the language rather law, which was not his specialized area and
than listening to the lectures. Mr. Trung also not the objective of the lessons that the
intended to integrate English skills in his students had to achieve. Moreover, the
teaching although his assigned sections were difference between law systems makes the
to focus on one skill. Furthermore, he explanation sometimes become challenging.
avoided utilizing the grammar-translation Legal English is “the language of Anglo-
method in his teaching practice. Hence, all American common law” (Frade, 2007,
of this encouraged him to apply the CBI p. 48), while Vietnamese law is based on the
approach in his teaching. As Pham and Ta civil law system.
(2016) mentioned, the integration of content Mr. Trung asserted that his challenge
matter and language in teaching materials was teaching writing skills. This productive
engages the learners into the lessons. The skill, for him, is the hardest one. Teaching
combination of legal language and legal legal writing was difficult because of the
system knowledge is important to fulfil the nature of writing in legal contexts, and
aim of contextualized learning (Husinec, different types of writing. In the discussion
2011). Through the application of the CBI about legal writing material, Candlin,
approach, Mr. Trung found out that his Bhatia, and Jensen (2002) point out that
students asked him more questions to “although most of the books surveyed
“satisfy their curiosity” as well as use his discuss legal language, they often fail to
explanations as further reference. He noted: adopt a principled language-based approach
“Sometimes, I had to accept that my students to teaching legal writing” (p. 308). Legal
could be one of the valuable sources in writing materials are presented from a legal
search of materials and essential perspective, and fail to achieve the logical
knowledge.” Students’ output plays an connection by making linguistical or
important role in their language acquisition. discursive integration of the materials
Richards and Rodgers (2001) find that (Candlin, Bhatia & Jensen, 2002).
students’ knowledge of the subject matter Teaching material is also one of the
and their previous experience are the biggest concerns. According to Medreaa and
foundation of CBI. According to Swain Rus (2012), teaching ESP has to deal with
(1985), the output is considered a valuable the constant changes in terms of political-
source that learners create in attempts to economic and social trends; these changes
produce the correct language to express what require teachers of legal English to keep up
they want to say, their ideas. with the ever-changing needs and provide
“Comprehensible output is a necessary themselves with the requisite skills. Mr.
mechanism of acquisition independent of the Trung became more flexible in using
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 132
teaching materials; he has collected various “…the experience in law and the
resources that helped him in his teaching. specialized content are my
The materials are from books, a variety of limitations when I am working with
legal documents like contracts, news, law students, who have been
making sure students had opportunities to equipped with law knowledge.
learn with materials including relevant Moreover, the law includes a variety
content in real life, equipped them with
of aspects and fields which are
hands-on experience. Authentic texts assure
divided into units and integrated into
the success of ESP; for that reason, materials
have to make sure that law students achieve their subjects. More importantly,
cross-disciplinary results (Emelyanova, those law subjects are taught in
2017). Furthermore, learners may have more English, so my sessions are to
motivation to learn with specialized confirm what they have learnt with
materials since they can see the relevance other teachers and help them to
between knowledge and subject matter. improve their language. Therefore,
However, students may lose their interest if knowledge of the law, which is not
the text is too difficult. Also, the materials equipped and absorbed in proper
must be operated effectively by teachers; ways, has become my great burden
otherwise, there is no point to expect that over time.”
teachers are able to cope with the text. If
materials and the knowledge and McDonough (2010) posits that
competence of the teachers in charge are not teaching students who have expert
compatible, those materials should not be knowledge would make the teacher’s talk
utilized (Hutchinson & Waters, 1987). It’s more challenging. Teaching materials,
easier for new teachers of legal English to therefore, should offer support for teachers.
learn the materials thoroughly and rely on Moreover, Medrea and Rus (2012) indicate
the coursebook. With more experienced that when teaching legal English for learners
teachers, creating their own teaching with expert knowledge, the learners become
materials based on the syllabus and students' the most valuable resource. In this case,
needs is necessary (Soroka, 2019). Legal teachers play the role of learners and learn
English teachers’ duty is more demanding from the learners themselves to make
because they have to keep up with the changes to the materials used.
changing needs of students as well as with Teaching English-majored students
the new and continually changing was a more relieving experience because
circumstances (Medrea & Rus, 2012). their knowledge of the law was basic so that
Mr. Trung students were both law the teacher could handle everything better.
students and English-majored students. Mr. Trung noted:
There were some differences between the “…teaching Legal English to these
two groups of students in terms of their law learners only provides fundamental
knowledge and their English language knowledge in general. For the
proficiency. He emphasized that when expansion of a particular aspect of
teaching ESP for law students, “CBI played the law, these students will be
a crucial role over time.” Mr. Trung absorbed and obtained later in other
highlighted that teaching law students was sessions. Moreover, they are
more difficult in comparison to teaching majoring in English and using this
English-majored students. He posited:
language in most of the subjects in
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 133
classrooms, so they will have their 4.2. Observations and Lesson Plans
own skills and techniques in research From the teacher’s lesson plans and
of all kinds of the materials.” from what the researcher noticed during
The target learners’ backgrounds are classroom observations, students in Mr.
also important as to whether the ESP Trung's classes engaged in the lesson, they
teachers need to have professional content strived through the knowledge and the
knowledge. Teaching pre-experienced pieces of language under their teachers’
learners requires ESP teachers to have a pedagogical scaffolding. Different
fundamental knowledge of the subject. scaffolding strategies were used to assist
Teaching experience students of the field, on students such as asking questions,
the other hand, requires ESP teachers to modelling, and representing texts in
possess in-depth coverage of different different ways. The teachers ask some
aspects of the field (Robinson, 1991, as cited prompt questions to inquire students to give
in Lesiak-Bielawska, 2015, p. 3). more details, to explain or to confirm their
points towards the topics. The lesson plans
4.1.3. In the Future
present well what the teacher did in class.
Mr. Trung emphasized that Careful notes were made so that the teacher
collaboration and support from law teachers could cope with possibly unexpected
are vital when applying the CBI approach in situations that could happen during the
teaching legal English. Moreover, he was lessons. Materials included not only
still in the process of collecting more textbooks, but also other materials (i.e.,
materials and planned to compile different videos, recordings, legal documents,
materials to be suitable for his students. stories).
Cammarata (2010) reports that ESP teachers In his listening class, students had
“typically rely on textbooks to prescribe chances to utilize their disciplinary
increasingly challenging linguistic content knowledge and produce the language when
and thus are usually not experts at gauging they worked together to discuss or solve
how to bring learners to higher levels of problems. Authentic materials were inserted
content and linguistic sophistication by into the lessons. The teacher made use of
themselves” (p. 109). One of the constraints video clips about law and language to design
in legal English education is the lecturers’ tasks for students. Tasks could be
law training. Mr. Trung also planned to discussions, or listening skills practice such
devote time to take a law degree, because his as short answer questions or blank filling. In
teaching would definitely improve when he his legal reading class, students had
received proper law education. As Deutch opportunities to discuss what they know
(2003) stated, whereas legal English about the topics, the discipline knowledge
lecturers are required to work on highly they had acquired beforehand. Mr. Trung
professional law material, a lot of them have showed the example of teaching legal
not received law education. Furthermore, the reading through combining languages and
objectives of Mr. Trung’s lessons included subject matter. The lesson begins with an
the development in legal knowledge, since initial discussion led by the teacher.
language and the law have a close Language serves as the medium helping
relationship. Legal English materials aim to them to reinforce and develop their subject
develop their language skills within law content. Then, tasks were divided into a
topics; therefore, students’ development in series of steps; an overview of the task was
law knowledge is one of the objectives of the given to students, examples and verbal clues
courses (McDonough, 2010).
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 134
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Appendix
Pre-Interview Questions
1. What is your highest qualification?
2. How long have you been teaching English?
3. How long have you been teaching legal English?
4. Why did you decide to teach legal English?
5. Why did you decide to apply CBI in your teaching?
VNU JOURNAL OF FOREIGN STUDIES, VOL. 37, NO. 6 (2021) 138
In the past
When I first started to teach English, _____________. When I started to teach legal
English _____________(how did you feel, what challenges/ difficulties you had, what teaching
methodology you employed). My students were __________________________(law students,
legal English students, the different between students). In my teaching preparation, I
_____________. In my own classroom, I had the power to_____________ . I applied content-
based instruction because _____________. I thought content-based instruction was
_____________ (the effectiveness of content-based instruction, the difficulties when applying
content-based instruction). What I learnt from my teaching experiences was _____________. I
realized that my limitations were _____________ this was probably because
_____________(your qualification, teaching materials, teaching methods). I felt I needed to
_____________.
At present
I believe _____________ in my teaching (change/ improve/ not improve). My students
were __________________________(law students, legal English students, the different
between students). In my teaching preparation, I _____________. In my own classroom, I have
the power to_____________ I apply content-based instruction approach because __________.
I though content-based instruction is_____________ (the effectiveness of content-based
instruction, the difficulties when applying content-based instruction).
I have made _____________ changes in my teaching practices. Those changes are
_____________ (teaching methodology, teaching materials). My challenges are
_____________. This is probably because_____________
In the future
In the future, I am going to try to change _____________, learn _____________. I will
feel _____________ when I _____________
Tóm tắt: Dạy học ngoại ngữ dựa trên trên kiến thức chuyên ngành (CBI) đã được sử dụng rộng
rãi trong giảng dạy tiếng Anh chuyên ngành. Nghiên cứu này tìm hiểu quan điểm của một giảng viên về
việc áp dụng phương pháp CBI trong giảng dạy tiếng Anh pháp lý. Khung tường thuật được sử dụng
như nguồn dữ liệu chính để tìm ra quan điểm của giảng viên về phương pháp CBI. Giảng viên được
nghiên cứu viết một bài tường thuật về quá trình giảng dạy tiếng Anh pháp lý từ quá khứ đến hiện tại,
và dự định sắp tới trong tương lai. Dữ liệu nghiên cứu cũng được thu thập qua quan sát lớp học và giáo
án của giảng viên này. Kết quả nghiên cứu cho thấy việc áp dụng phương pháp CBI đã góp phần vào
việc phát triển tiếng Anh pháp lý của sinh viên. Sinh viên có cơ hội học và sử dụng ngôn ngữ đích trong
môi trường mà việc tiếp thu ngôn ngữ diễn ra thông qua các kiến thức chuyên ngành. Bài báo cũng chỉ
ra những vấn đề giảng viên phải đối mặt bao gồm tài liệu giảng dạy và kiến thức chuyên ngành của
giảng viên.
Từ khoá: dạy học ngoại ngữ dựa trên kiến thức chuyên ngành, CBI, tiếng Anh pháp lý, tiếng
Anh chuyên ngành