ESP in the Legal Profession: Strategies for Needs Analysis and Teaching Reading and Listening Skills

Task 1
ESP in the Legal profession
Name
Course

Table of Contents
Task 1...............................................................................................................................................1
Part A...............................................................................................................................................3
Strategies for A Needs Analysis......................................................................................................3
Individual Perspective (Evaluating Material)..............................................................................4
Group Participation (Social Interaction)..........................................................................................5
Analysis of structured knowledge (Reading Skills).........................................................................7
Teaching Reading and Listening Skills...........................................................................................9
Reflection.......................................................................................................................................10

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Part A
Aims and Objectives
Graduate law students in an advanced college institution are focused on joining the
legal profession. The course structure and entry specification indicate a requirement for
proficiency in English for Specific Purposes. The course involves analyzing of theories,
technical data and critiquing methodology. Students in an international university college
are multicultural hence there are native and non-native speakers. These are mature
learners with a high level of proficiency with a learning purpose of becoming learned
professionals (Slager-Meyer, 2014). They require polished writing skills for reports and
research papers. It is also mandatory that they communicate efficiently through
presentation skills. This plan explains why these students need to reflect an ability to
speak and converse effectively within the legal discourses. An advanced class has a
course content that captures legal roles and vocabulary. Critical thinking is a core in the
course. Learners pursue this professional course based on the market demand for the
skills within its professional sector. English for Specific Purposes is necessary for success
in the global economy. In legal studies it breaks down the complex knowledge for
analysis and documentation (Wiedemann, 2013).
Strategies for A Needs Analysis
This plan looks at the ESP needs assessment in the legal class featuring an analysis of
course goals and objectives (Fard & Borouieni, 2013). The law class targets professionals
in the sector. These are professionals in different areas of the legal profession. The

curriculum goals include proficiency in communication, speech and written
communication. The incorporation of technology in the course plan is in line with the
communication needs for ESP and its use in the global village. This framework captures
the language needs, individual psychological needs, group and classroom environment
strategies. It is a comprehensive approach to teaching through inclusive education (Salvia,
Ysseldyke, & Witner, 2012).
Individual Perspective (Evaluating Material)
Learners at this level are native and nonnative English learners. International
students come from different parts of the globe. Dealing with a multilingual class is a
challenge but at advanced learning, students are able to speak, listen, read and write
effectively. Students at this level should have competency in critical thinking and
analysis of different texts, and audio visual, scientific, and general material presented
as evidence by clients (McDonough & Shaw, 2012). Each student student has a
responsibility of meeting credentials at the end of the course. For authenticity, the
learner needs personal study strategies in te domain. Learning how to structure a
hypothesis is one of the challenges that these students encounter. Integrating language
features through procedures and practical application makes the learner aware of the
course direction. Mature students have an academic experience from the
undergraduate level. Progressive learning calls for advancement in language skills for
professional tasks and effective communication.
Most non native learners face challenges in intepreting written and spoken
discourse. It is advisable that the learner pays attention to the subject content, industry
vocabularuo and contexts. This will support the learners effort to meet the course