<![CDATA[This study examines students' perceptions of English and Arabic language instruction delivered within constitutional law courses, with particular attention to the alignment between course content and disciplinary needs. A mixed-methods design was employed: 153 respondents, selected through purposive sampling, completed a questionnaire, of whom 15 participated in follow-up semi-structured interviews. Questionnaire data were analyzed descriptively, and interview data were analyzed thematically. The analysis revealed a misalignment between the language content delivered and the disciplinary requirements of constitutional law students, as participants reported that instructional materials centered on general-purpose language topics with limited relevance to their field. A second finding concerned the scarcity of instructor feedback, which constrained students' ability to identify weaknesses and improve systematically and may impede the development of competencies central to legal study, including the analysis of legal texts and the appropriate use of legal register. These findings suggest that language curricula for legal disciplines should be designed more closely around students' specific academic and professional needs, and that targeted, discipline-sensitive feedback is an essential component of such provision. The study thus underscores the value of aligning language instruction with the demands of specialized fields to foster meaningful and effective learning.]]>
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