An innovative and significant addition to current thinking in English for Legal Communication, proposing a discursive pedagogic model integrating concepts, practice, and culture in legal settings. An excellent resource for ESP researchers and practitioners. * Vijay K. Bhatia, Chinese University of Hong Kong, Hong Kong * This innovative book examines the development of disciplinary discourse and knowledge in the field of law using concept-based instruction. Alissa Hartig presents a compelling, well-theorized multiple-case study of the academic and linguistic socialization of international graduate students into legal reading, writing, and reasoning in their new textual communities and cultures. * Patricia A. Duff, University of British Columbia, Canada * The novelty of this book lies in its interweaving of theoretical insight, analytical

perspective and practical implications, which can not only support the work of

scholars and practitioners, but also benefit students, especially those receiving

discipline-specific language instruction. -- Le Cheng and Jiamin Pei, Zhejiang University, China * International Journal of Speech Language and the Law, November 2018 * A major strength of the book is that it analyses the performance of individuals with different professional experience and linguistic proficiency, from countries with different cultures and legal systems. Hartig identifies factors that promote or impede their development in legal reading and writing, which will enlighten the legal education community about what aspects to focus on in instruction. -- Jianhong Wu, Zhejiang University of Finance and Economics, China * Discourse Studies 20 (5), 2018 * The book makes for fascinating reading as it represents an extreme in the intertwining of language and subject-matter knowledge. -- Anne-Marie Barrault-Methy, Universite de Bordeaux, France * ASp la revue du GERAS, 73 (2018) *