English for Lawyers Training from Pinar del Río

English for Lawyers Training from Pinar del Río

Authors

  • Elsa Margarita Soto Saez Universidad de Ciencias Pedagógicas Enrique José Varona

Keywords:

social interaction, reflection, interculturalism, digital learning

Abstract

This article aims to integrate English language teaching into the legal profession curriculum to develop communicative skills relevant to the profession's missions and responsibilities. Professional development courses will be offered to practicing lawyers using a reflective and intercultural social interaction methodology. Scientific research methods were employed for data collection and processing, including document review, observation, and interviews with language teaching experts. Substantial differences between the present proposal and the traditional language teaching methods that still characterize English learning in the profession are shown. The results revolve around an index summarizing the skills, functions, linguistic forms, texts, and linguistic models related to the profession, and a series of interactive tasks that include the semantic-pragmatic analysis of legal discourse. Digital learning and the use of hybrid and flipped classroom models are also incorporated.

Downloads

Download data is not yet available.

References

Acosta Padrón, R. & Vigil García, P. V. (2023). A New English Learning Culture for University Students. Revista Conrado 19 (91), 192-205. Recuperado a partir de https://conrado.ucf.edu.cu/index.php/conrado/article/view/2941

Acosta Padrón, R., Pérez Ramírez, A. y Herrera Arencibia, I. I. (2025) El análisis semántico-pragmático del texto en la enseñanza del inglés. Mikarimin. Revista Científica Multidisciplinaria. 11 (2), 94-114.DOI: https://doi.org/10.61154/mrcm.v11i2.3821

Acosta Padrón, R., Álvarez Legra, E., y Pérez Ramírez, A. (2025). Enseñanza del Slang en la formación de profesores de la lengua inglesa. Revista Conrado, 21(102), e4229. Recuperado a partir de https://conrado.ucf.edu.cu/index.php/conrado/article/view/4229

Acosta Padrón, R. y Gómez Salej, A. (2017). Nueva cultura para un excelente aprendiz interactivo de lenguas. Editorial Pueblo y Educación.

Calvet Valdés, N.I., Alfonso Hernández, J. y Acosta Padrón, R. (2022). Aprendizaje Híbrido del inglés en la Universidad en tiempos de pandemia. MENDIVE, 20 (1), 285-301 Disponible en: https://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2480

Coto Ordás, V. (2015). “El método VinoLingua de aprendizaje de lenguas en e-Tándem”. En L. Gautier, E. Lavric (eds.). Unité et di-versité dans le discours sur le vin en Europe. Actes du col-loque d’Innsbruck (pp. 71-88). Frankfurt: Peter Lang.

De Europa, C. (2001). Marco común europeo de referencia para las lenguas. Consejo de Europa, Ministerio de Educación, Cultura y Deporte/Instituto Cervantes, 111-126. http://cvc.cervantes.es/obref/marco.

García Cabrera, S., Morales Rumbaut, D. R. y Ivanie Lucena Jiménez, I. L. (2024). Lesson Planning in ELT: Productive Skills. Editorial Feijóo, Universidad Central «Marta Abreu» de Las Villas. https://dspace.uclv.edu.cu/entities/publication/6e0045a6-6590-4203-820d-9509939ad37d

Herrera Arencibia, I., Acosta Padrón, R. y Pérez Rodríguez, A. (2021). La narración de cuentos para contribuir a la enseñanza del inglés. MENDIVE, (1), 103-119. Disponible en: http://mendive.upr.edu.cu/index.php/MendiveUPR/article/view/2215

Iza Espinoza, L. A., Suarez Lindao, G. B., Cun Lucumi, L. D. y Merejildo Cruz, M. K. (2024). La importancia de la enseñanza del idioma inglés en el desarrollo de las competencias comunicativas y lingüísticas en la carrera de Derecho. Maestro y Sociedad, 21(2), 846-854. https://maestroysociedad.uo.edu.cu

Downloads

Published

2026-06-16

How to Cite

Soto Saez, E. M. (2026). English for Lawyers Training from Pinar del Río: English for Lawyers Training from Pinar del Río. Pedagogical Horizon, 15. Retrieved from //www.horizontepedagogico.cu/index.php/hop/article/view/666

Issue

Vol. 15 (2026)

Section

Aula Abierta

License

Copyright (c) 2026 Elsa Margarita Soto Saez

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Horizonte Pedagógico is an Open Access journal, meaning that all its content is freely accessible at no charge to the reader or their institution. Users are authorized to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal without prior permission from the publisher or author, in accordance with the BOAI definition of open access. Authors who publish in this journal agree to the following terms: Authors retain copyright and grant the journal the right of first publication. The journal is protected under a Creative Commons Attribution 4.0 International License (CC BY-NC 4.0), which permits others to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material) for any purpose, even commercially. Under the following conditions: attribution (you must give appropriate credit, provide a link to the license, and indicate if changes were made) and non-commercial — You may not use the material for commercial purposes. You may do so in any reasonable manner, but not in any way that suggests that the journal or the publishing author endorses you or your use.