The content of teaching law students to compile international legal documents during the integrated course

Importance. The integrated approach (subject-language integrated learning) creates methodological conditions for the formation of students in non-linguistic areas of training within the framework of an integrated course of two types of competencies simultaneously: foreign language communicative competence and professional competencies. The content of teaching foreign-language oral and written speech to law students is traditionally focused on Russian legislation. At the same time, graduates of the state legal profile in the course of their professional activities face the need to compile international legal documents. However, the selection of the content of teaching law students to compile international legal documents during the integrated course in a professional foreign language is not the subject of a separate study. In this regard, the purpose of the study is to select the content of teaching law students to compile international legal documents. Research Methods. The research is conducted on the basis of studying and summarizing materials of methodological works on the use of a foreign language for special purposes and subject-language integrated learning in teaching students of the field of Law, published in scientific journals of the Higher Attestation Commission of the Russian Federation’s list (K1, K2), as well as other scientific sources: monographs and textbooks on legal English. Results and Discussion. The content of teaching law students to compile international legal documents has been developed, including: a) claims and complaints to international organizations; b) bilateral agreements between two states; c) cooperation agreements between a state body of the Russian Federation and a state body of a foreign state; d) statements of claim, claims and petitions in protecting the interests of an organization (or public legal entities) in foreign courts; e) agreements on cooperation between domestic and foreign legal entities; f) purchase and sale and lease agreements with non-residents of foreign countries; g) import contracts. Conclusions. The relevance of the research lies in the content selection of teaching law students to compile international legal documents. The results obtained can be used in the development of curricula and educational materials for an integrated course for law students.