Teaching lawyer intercultural professional communication during the COVID-19 pandemic

Abstract

COVID-19 Pandemic has significantly affected and changed many spheres of life. Education is said to be one of the most vulnerable. The article offers an analysis of problems faced by teachers and students during the COVID-19 Pandemic in the area of intercultural professional communication. The article provides a comparative analysis of the notions of distance teaching, online teaching, and emergent remote teaching. The author discusses problems of emergent remote teaching lawyers intercultural professional communication. One possible solution to the problems discussed is seen in the use of information and communication technology (ICT). Particular emphasis is made on the description of new ICT techniques that could be used while teaching lawyers. The author stresses the significance of continuous learning in the period of the COVID-19 Pandemic, as well as the importance of applying an action-oriented approach in teaching lawyers. The author concludes that, on the one hand, emergency remote teaching has revealed vulnerabilities. On the other hand, it has demonstrated teachers' and staff's organization skills, ability to adapt to new conditions, and creativity that boost students' motivation in the educational process. The idea of the university educational environment is the upbringing of an independent, critically thinking personality, ready to consciously build his own life, to raise his spiritual, moral, and professional level. The author regards the situation that higher education faced as a good experience. Technological advances in the informatization of education open up new prospects for increasing the availability, efficiency, and quality of education. The author employs an experimental research design and combines both qualitative and quantitative design: descriptive and statistical analyses (correlation analysis and T-test).

Meeting International Law Students’ Demands for Their Professional Foreign Language Learning

“…Although the actual topics of many scientific publications are an analysis of the quality of higher education (Strijbos et al 2015, Strielkovski et al 2018, Ramsden 1991, Fensham and Cumming 2013, Aitenova et al 2020, Aleynikova 2021, Niyazova et al 2018, Atabekova et al 2018, Chigasheva et al 2021, various approaches to competence-based vocational education (Kuijpers and Meijers 2012, Goźdź-Roszkowski 2016, Miloradova and Ishkov 2018, Krylov et al 2021, Bylieva and Moccozet 2021, Chirkova et al 2021, Schlabach and Hufeisen 2021, Arkhipova et al 2017, Kalugina 2016, Polushkina and Tareva 2021, standardization of language education (Jerabkova 2021), or improving the quality of undergraduate education (Chocholouskova et al 2018, Germuskova 2018), they do not address the problems associated with the quality of teaching a foreign language in a specialty, which are directly related to the competencies acquired and their relevance to the students' future professional activities. Meyer (2017) analyses the experience of teaching a foreign language at the Faculty of Law of the University of Turku (Finland), and notes that the formulation of the goals of teaching a foreign language in a specialty, which are quite general, lead to their independent development by teachers, who also choose the methods for achieving them (Meyer 2017).…”