Gordana Ignjatovic

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This paper provides an insight into the instructional design of several tailor-made ELP/LE courses developed within the JA Project: English for the Judiciary (2017-2020). The courses were designed for adult working professionals from several judicial institutions in the City of Niš, organized at three CEFR proficiency levels, and held at the Judicial Academy Niš in the period 2018-2020. After a brief overview of the instructional design framework, the article outlines the major stages in the ELP/LE instructional design process, particularly focusing on the design and classroom practices in B1+/B2 and B2+/C1 courses. Based on the provided insights, the author examines the encountered challenges, learner benefits and considerations for prospective development of similar authentic learning courses for a wider discourse community.


Legal English, judiciary, integrated instructional design, authentic learning

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DOI: https://doi.org/10.22190/JTESAP230215021I


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