Correcting Legal Language: Tutor-led Interaction and the Reproduction of Linguistic Norms in Law School

Mastery of legal language is essential for aspiring legal professionals, and this process of linguistic socialization begins in law school. While much research has focused on lectures and doctrinal content, less attention has been paid to how law students acquire legal language norms through interactive settings. This study examines how academic tutors at a Dutch law school contribute to students’ language socialization during small-group tutorial sessions. Drawing on participant observations and semi-structured interviews, the analysis reveals how tutors correct or reinforce students’ language use, and how these correction practices reflect differing language ideologies – ranging from the valorization of traditional legal terminology to the acceptance of more accessible alternatives. These practices shape not only students’ understanding of legal concepts but also their acquisition of linguistic capital and sense of professional identity. The study highlights how language norms are reproduced or challenged in early legal education and considers the implications of this for inclusion and access within the legal profession. The study contributes to broader discussions about legal language ideology, including the accessibility concerns raised by the plain language movement.