مجلة العلوم القانونية والاجتماعية
Volume 11, Numéro 2, Pages 603-619
2026-06-01
Rethinking Legal English Instruction In Algeria: Pedagogical Approaches For Effective Multilingual Communication
Authors : Belaid Bekhta .
Abstract
The rising significance of English in the fields of international law and trade, along with its expanding role in domestic judicial processes and legal documentation in Algeria, underscores the critical need to rethink Legal English instruction within a multilingual educational context characterized by the coexistence of Arabic, French, and English. As English becomes a vital tool for professional legal communication, EFL learners must cultivate not only linguistic competence but also the pragmatic, genre-specific, and sociocultural skills necessary to effectively navigate complex judicial environments. This article presents a literature-based pedagogical analysis of Legal English teaching, with the goal of identifying instructional strategies that can enhance learners' ability to communicate accurately and professionally in legal and judicial settings. Drawing on significant contributions from English for Specific Purposes research, task-based language teaching, and studies of legal discourse, it synthesizes pedagogical approaches that include guided analysis and translation of authentic legal texts, collaborative drafting of contracts and legal documents, and role-playing exercises that simulate courtroom interactions. These strategies are evaluated for their potential to develop specialized legal vocabulary, syntactic precision, genre awareness, and professional discourse competence across languages, while also promoting learner autonomy, critical thinking, and communicative confidence. The article further explores the sociolinguistic and institutional factors that shape Legal English instruction in Algeria, such as language policy, entrenched hierarchies among Arabic, French, and English, and the practical constraints present within legal and educational institutions. These elements significantly impact both teaching practices and the engagement of learners with English in judicial contexts. By situating Legal English pedagogy at the intersection of classroom instruction, multilingualism, and professional legal practice, the discussion illustrates how task-based, learner-centered approaches can effectively bridge the divide between theoretical learning and the communicative needs of real-world judicial environments. Ultimately, the article presents practical implications for curriculum development, classroom methodologies, and teacher collaboration, highlighting the importance of incorporating authentic legal resources, interactive activities, and multilingual viewpoints. It posits that a reevaluation of Legal English instruction is crucial for equipping learners to engage competently, confidently, and contextually in both domestic and international judicial arenas, ensuring that EFL learners are linguistically, pragmatically, and professionally prepared to address the changing demands of global legal communication.
Keywords
Legal English ; English for Specific Purposes ; Judicial Transactions ; Multilingual Education ; Task-Based Instruction
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