The Ashgate Research Companion to International Criminal Law: Critical Perspectives
International criminal law is at a crucial point in its history and development, and the time is right for practitioners, academics and students to take stock of the lessons learnt from the past fifteen years, as the international community moves towards an increasingly uni-polar international criminal legal order, with the International Criminal Court (ICC) at the helm. 
 
This unique research companion takes a critical approach to a wide variety of theoretical, practical, legal and policy issues surrounding and underpinning the operation of international criminal law as applied by international criminal tribunals. The book is divided into four main parts. The first part analyses international crimes and modes of liability, with a view to identifying areas which have been inconsistently or misguidedly interpreted, overlooked to date or are likely to be increasingly significant in future. 
 
The second part examines international criminal processes and procedures, and here the authors discuss issues such as victim participation and the rights of the accused. The third part is a discussion of complementarity and sentencing, while the final part of the book looks at international criminal justice in context. The authors raise issues which are likely to provide the most significant challenges and most promising opportunities for the continuing development of this body of law. 
As international criminal law becomes more established as a distinct discipline, it becomes imperative for international criminal scholarship to provide a degree of critical analysis, both of individual legal issues and of the international criminal project as a whole. This book represents an important collective effort to introduce an element of legal realism or critical legal studies into the academic discourse.
International criminal tribunals and human rights law: Adherence and contextualization
Given their mandate to prosecute persons responsible for the most atrocious of human rights violations, International Criminal Tribunals (ICTs) are generally hailed as welcome enforcers of international human rights law: a new instrument in the toolkit of human rights protectors. However, ICTs investigate, detain, prosecute and try individuals, which are all activities that necessarily entail the potential infringement of human rights. However, unlike States, ICTs are not party to human rights treaties, as a result of which it is unclear whether they are bound by international human rights law. Similarly, the differences between States and ICTs may warrant a modification in the way in which ICTs interpret and apply human rights norms, as compared to States, given the specific context in which they operate. The central question of this dissertation is how ICTs should interpret and apply human rights norms in their procedural practice. The first part of the dissertation investigates whether and to what extent international human rights law applies to the ICTs. The second part of the thesis analyzes the ICTs’ interpretation and application of three specific human rights: the right to privacy, the right to liberty, and the right to be tried without undue delay, as compared to the way in which these rights are interpreted and applied in international human rights law. The final Part offers conclusions and recommends ways in which the ICTs’ interpretative practice of human rights norms can be improved.
The Impact of English-only and Bilingual Approaches to EFL Instruction on Low-achieving Bilinguals in Cameroon: An Empirical Study
The aim of this paper is to investigate whether low-achieving bilingual EFL learners perform better in grammar and speaking when French, their first language of literacy, is used in the EFL classroom. A two-phase experiment involving teaching two grammar lessons and two speaking lessons to a control group in English only and to an experimental group with the use of French where appropriate was carried out for the purpose. Each group’s mean percentage improvement after each phase of the experiment was compared to their respective scores in the baseline. The analyses of data revealed that the experimental group obtained the higher mean improvement in the two experiments, both in grammar and speaking tests. This led to the conclusion that the use of French in the EFL classroom does not hinder learning. Rather, French is an effective scaffolding tool in the EFL classroom in Cameroon.