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To convince, to delight, to persuade: rethinking teaching oral communication skills to undergraduate law students using Cicero and activity theory

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To convince, to delight, to persuade : rethinking teaching oral communication skills to undergraduate law students using Cicero and activity theory. / Barker, Charles.

In: Journal of Commonwealth Law and Legal Education, Vol. 13, No. 1, 01.03.2019, p. 1-21.

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@article{aec1b9d3a2364900991d1b48b0aea0cc,
title = "To convince, to delight, to persuade: rethinking teaching oral communication skills to undergraduate law students using Cicero and activity theory",
abstract = "This paper seeks to reassess teaching oral communication skills to undergraduate law students and develop a theoretical framework based on activity theory to help evaluate, design and re-evaluate approaches to the teaching of these skills. It will be argued that skills teaching at undergraduate level should not attempt to offer a version of vocational skills training but should seek to create teaching interventions that reflect the undergraduate social, cultural and historical context and that are based on learning theory appropriate to that context. ",
keywords = "Activity theory, advocacy, oral communication, legal training",
author = "Charles Barker",
year = "2019",
month = mar,
day = "1",
language = "English",
volume = "13",
pages = "1--21",
journal = "Journal of Commonwealth Law and Legal Education",
issn = "1476-0401",
publisher = "Open University Press",
number = "1",

}

RIS

TY - JOUR

T1 - To convince, to delight, to persuade

T2 - rethinking teaching oral communication skills to undergraduate law students using Cicero and activity theory

AU - Barker, Charles

PY - 2019/3/1

Y1 - 2019/3/1

N2 - This paper seeks to reassess teaching oral communication skills to undergraduate law students and develop a theoretical framework based on activity theory to help evaluate, design and re-evaluate approaches to the teaching of these skills. It will be argued that skills teaching at undergraduate level should not attempt to offer a version of vocational skills training but should seek to create teaching interventions that reflect the undergraduate social, cultural and historical context and that are based on learning theory appropriate to that context.

AB - This paper seeks to reassess teaching oral communication skills to undergraduate law students and develop a theoretical framework based on activity theory to help evaluate, design and re-evaluate approaches to the teaching of these skills. It will be argued that skills teaching at undergraduate level should not attempt to offer a version of vocational skills training but should seek to create teaching interventions that reflect the undergraduate social, cultural and historical context and that are based on learning theory appropriate to that context.

KW - Activity theory

KW - advocacy

KW - oral communication

KW - legal training

M3 - Article

VL - 13

SP - 1

EP - 21

JO - Journal of Commonwealth Law and Legal Education

JF - Journal of Commonwealth Law and Legal Education

SN - 1476-0401

IS - 1

ER -

ID: 11653969