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Summary It is hardly possible to find a person who has never been faced with a challenge of learning another language. If asked, some would share their from-miserable-to-jubilant experiences of language learning at school, others would disclose the nail-biting moments of despair when a career chance just slipped from their hands due to the lack of the required language competences, whereas many would question if there is the best age to start learning a new language and if it should necessarily be one’s childhood. Having considered such popular queries as above, the present article has come to a conclusion that the early initial age of learning another language, while undeniably adds to the success of gaining good communicative competences and generates plenty of other benefits, does not deprive a person of a possibility to master a language in a mature age. Learning a language in adulthood, nevertheless, is more sensitive to the motivational and methodological decisions, but the benefits reaped from active plurilingual practices in the elderly age prove to be highly valuable. From a methodological perspective, it is a conceptual article inspired by a conference discussion1 and drawn on empirical evidence from previous relevant inquiries, longitudinal studies and international research projects. As such, the article is an attempt to pass the relay baton to further studies into the factors that have an impact on the successful development of plurilingual competences and add to the overall value of plurilingualism.

Legal English, being among the most complex and multifaceted areas of English for Specific Purposes (ESP), has duly received considerable attention on the part of linguists, discourse and learner needs′ analysts, sociolinguists and ESP researchers (Cheng and Cheng, 2014; Hafner, 2013; Hartig and Lu, 2014; Huhta et al, 2013; Shuy 2001). Most research has been carried out to investigate lexical, syntactic, grammatical and other communicative competences of law students in various cycles of higher education. An area that is still highly in need of examination is the development of communicative competences of Legal English among law practitioners who might have had a course of Legal English in their law studies and face with an urge of revision or might have not been introduced to Legal English whatsoever. In light of these observations, the present study examines the needs and problems regarding the use of general and legal English faced by 34 law practitioners, namely lawyers and judges working at two law companies and a district court in Kaunas, Lithuania. The study assumes qualitative methodology including a semi-structured interview and a questionnaire. The results have revealed that communicative competence of legal practitioners gained during their formal education does not meet the demands of their legal practice. While skills of general English appear not to cause many problems, skills of legal English are not developed to an adequate level. Therefore, as the study shows, it is absolutely inevitable to develop and offer in-service education of Legal English carefully attuned to the diverse levels of competences and needs of legal practitioners.