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In English for Specific Purposes (ESP), Integrative Learning has been used in many contexts as a conceptual and structural framework for designing holistic and authentic learning experiences. This approach encompasses many intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary perspectives. Given the prominent role of English for Legal Purposes (ELP) or Legal English (LE) in legal education, this article explores the theoretical framework of Integrative Learning approach to ELP/LE curriculum design for academic and professional purposes in tertiary education. The first part of the paper presents the conceptual framework of Integrative Learning in contemporary education, legal education and ESP/ELP instruction. The second part examines the conceptual framework and tenets of different (intra/multi/inter/transdisciplinary) approaches to curriculum design. The third part reviews the tenets of the integrated curriculum, as a structural framework for integration of these diverse perspectives, focusing on the major challenges and multidimensional alignments in ELP/LE course design. As integrative learning offers viable solutions for authentic learning in various academic/professional contexts, the paper aims to encourage cooperation in developing integrated law-andlanguage programs and promoting interdisciplinary and transdisciplinary legal education.

zbornik radova pravnog fakulteta u nišu

Integrative learning approach in ESP/ELP: Theoretical framework of intradisciplinary, multidisciplinary, interdisciplinary, and transdisciplinary integration