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1 Asian J. Legal Educ. 1 (2014)

handle is hein.journals/asjledu1 and id is 1 raw text is: 


Preparing          Law      Students for Global                            Asian journal of Legal Education
                                                                                             1(1) 1-13
Practice: An            Innovative          Model                          2014 The West Bengal National
                                                                            University of juridical Sciences
for   Teaching          Lawyering           Skills                                    SAGE Publications
                                                                                   Los Angeles, London,
and     Social justice           in  a  Large                                      New Delhi, Singapore,
                                                                                       Washington DC
                                                                          DOI: 10. 1177/2321005813505456
                     Enrol ent  aw  C ursehttp://ale.sagepub.com

Lisa  Radtke Bliss
Supamas Chinvinijkul

This article describes how the authors collaborated to create a large enrolment  law course that had
equally weighed pedagogical goals: to teach Thai law students how to read, understand and communicate
legal terms using English, to teach social justice and to teach fundamental lawyering skills employing
clinical legal education methodologies. The article demonstrates how such goals can be accomplished
in large enrolment courses in which students are unfamiliar with participatory learning models. In the
context of discussing innovations in a 300 student Legal English course, the article illustrates how a law
course  can both impart knowledge  and  help students develop a wide range of lawyering skills as well
as develop their identity as thoughtful, reflective, professional practitioners for whom social justice is a
value, regardless of their professional goals.


Law  teachers in Asia and elsewhere face a multitude of challenges as they seek to develop law students'
knowledge,  skills and values. Across the globe, the emphasis of law teachers traditionally has been on
developing students' knowledge of legal concepts. In western countries, students' knowledge traditionally
has been  developed via reading appellate judicial opinions and engaging in an in-class dialogue with
their professors to dissect those opinions in an effort to understand legal rules and reasoning. In Asian

Acknowledgements: The authors thank collaborator and co-teacher, Lecturer Sopit Cheevapanich and Dean Apirat Petchsiri, Mae
Fah Luang University School of Law. The authors also thank Co-directors Bruce Lasky and Wendy Morrish of Bridges Across
Borders Southeast Asia Community Legal Education Initiative for their support in the development of this and other projects at
Mae Fah Luang University School of Law. The authors also thank lecturers Smarat Mahapiyasilp and Kiratiphong Naewmalee for
their assistance and participation in the class, BABSEA CLE Law Fellow Klanarong Kaikrong for his valuable assistance,
Professor Ved Kumari from Faculty of Law, University of Delhi, India and lecturers Damon Kumtrai and Suwijak Chandapan for
their participation in classroom role plays and for showing students that learning can be fun. The authors thank Professor Andrea
A. Curcio for her thoughtful review of earlier drafts of this article.

Lisa Radtke  Bliss is Associate Clinical Professor, Georgia State University College of Law, Atlanta, Georgia.
Supamas   Chinvinijkul is a former Full-time Lecturer, Mae Fah Luang University School of Law, Chiang Rai,

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