Lindsey Kurtz

Director of Center for Academic Legal English

My research focuses on how students who use English as an additional language develop legal literacy skills in an attempt to better understand literacy practices of U.S. legal readers and theorize about how appropriate pedagogies can be developed to teach these literacy practices to users of English as an additional language. Both my teaching and research are grounded in principles of Vygotskian sociocultural theory of mind in order to develop pedagogical interventions as well as explain student development of legal literacy. In addition, I draw on a diverse body of literature in my analysis of legal texts, including: English for Specific Purposes, cognitive linguistics, cognitive legal theory, legal writing research, discourse analysis, and corpus linguistics.

  • Lindsey Kurtz holds a Ph.D. in Applied Linguistics from Pennsylvania State University. Her dissertation research investigated the development of legal case reading and analogical reasoning in students in a pilot, language-focused pre-LL.M. program. Dr. Kurtz’s current research projects include: investigation of development of case reading in students who participate in a pre-sessional Legal English Boot Camp, move-step analysis of hypo analysis essays, and corpus-aided conceptual metaphor analysis of legal writing textbooks. She also holds a Masters in Applied Linguistics/TESL from Iowa State University, where she specialized in Computer Assisted Language Learning. In addition to teaching courses at Pennsylvania State University and Iowa State University, she has taught courses at Beijing Normal University (Beijing, China), TOEFL preparation at Teconologico de Monterrey Queretaro (Queretaro, Mexico), and English as a Foreign Language at St. Thomas University (Amagasaki, Japan).


    • Ph.D., Pennsylvania State University
    • M.A., Iowa State University


    • Kurtz, L.M. (in press). It’s not (just) the language: Developing a CBI course for international Masters of Law students. In R.A. van Compernolle (Ed.) Concept-based instruction: Principles and classroom applications. John Benjamins. Language Learning & Language Teaching Series.
    • Lantolf, J.P., Kurtz, L.M., & Kisselev, O. (2017). Explaining the ZPD: Why levels of mediation matter. Language and Sociocultural Theory.
    • Worden, D., Ricker, B., Kurtz, L.M., Kaczmarek, M. & Lee, E. (2015). Graduate students creating a faculty development workshop on multilingual writing pedagogy. Teaching/Writing: The Journal of Writing Teacher Education.

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Peking University School of Transnational Law

Room 410, School of Transnational Law
Peking University Shenzhen Graduate School,
University Town, Xili, Nanshan District,
Shenzhen, China 518055