Employers’ Contribution to Law Students’ Multilingual Communication Skills Training in Remote Mode due to Pandemic Emergency: Pilot Study

Anastasia Atabekova


The research aims to consider the impact that industry representatives as potential employers might produce on law students’ multilingual communication skills training in the remote mode due the unexpected global emergencies.  The study explores those multilingual communication skills that can be improved through employers’ live inclusion in the remote mode training due to pandemic emergency. The research also investigates those features within the multilingual communication skills training that student might consider relevant through employers’ live inclusion in the remote mode training due to emergency. The study uses tests in reading, listening, writing, speaking skills, error-based evaluation of translation and interpreting skills at the start and end of training period, and a questionnaire as research instruments. The investigation rests on mixed methods approach, and integrates a number of methods, including a theoretical analysis of the relevant literature, students’ pilot training, descriptive statistics, and interpretation, content-based, cluster and factor analysis for data processing and discussion. The pilot studies results confirm that the consistent and systemic inclusion of industry representatives’ live contributions into the multilingual communication skills training in the remote on-line mode can improve law students’ skills in reading, listening, writing, speaking, translation and interpreting. Further, the study   has proved that students evaluate the employers’ regular live inclusion in the on-line remote training positively. They appreciate not only the opportunity to improve their legal language skills but their legal mindset and knowledge within multilingual context, as well.  Further the study reveals that the emergency shift to remoted LSP, T&I training with the employers’ regular involvement requires managerial solutions tailored for the respective activities.


multilingual communication; non-language students; language for specific purposes; translation and interpreting, remote training; employer’s inclusion

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