The Dialogic Dimension of Teaching Legal English in the Digital Era

Abstract

This paper investigates the dialogic dimension of teaching Legal English in the special circumstances imposed by the advent of the digital era, emphasising the transformative impact of digital tools on dialogic pedagogy in the case of this challenging specialised language. Its main objective is to explore how digital platforms and technologies can enhance dialogic teaching methodologies, facilitating more interactive and engaging learning experiences for students of Legal English. It argues that traditional monologic approaches, which often dominate legal education, are insufficient in developing the necessary communicative competence for legal professionals. Instead, it posits that a dialogic approach, underpinned by digital tools, can significantly improve students’ linguistic and critical thinking skills. The study examines various digital platforms, such as virtual classrooms, discussion forums, and collaborative writing tools, which enable real-time interaction and feedback. These technologies support dialogic teaching practices like Socratic questioning, peer collaboration, and the analysis of real-life legal scenarios, thus fostering a more interactive and student-centred learning environment. The paper also addresses the challenges and opportunities presented by the digital era in implementing dialogic teaching, discussing the use of strategies for integrating digital tools into Legal English curricula, including the use of online case studies, virtual moot courts, and digital peer-review sessions. The conclusions show that leveraging digital technologies for dialogic teaching not only enhances linguistic competence but also better prepares students for the dynamic communicative demands of the modern legal profession. The study underscores the need for educators to adapt to the digital landscape to provide more effective and engaging legal education.