This chapter explores the shifting terrain of legal language education in response to multilingualism, technological innovation, and global legal complexity. Building on earlier work (Green & Green 2022), it begins by interrogating what constitutes legal language, moving beyond technical lexicons to include contextually activated, historically rooted, and ideologically laden forms of discourse. It argues that legal language cannot be reduced to a tool of communication but that its authority has been and continues to be shaped by long periods of legal tradition and power relations. The chapter then surveys potential trajectories for the future of legal language teaching: translation as a core legal competence; information literacy across jurisdictions and linguistic landscapes; managerial literacy for future legal leaders; literature as a space for critical, empathic engagement with law; the semiotics of legal signs; metaphors – both constructive and destructive – in shaping legal worldviews; and artificial intelligence as a disruptor that challenges conventional pedagogies. Each section demonstrates that legal language teaching can also be form of positioning that co-determines who is enabled to access and influence legal meaning. The chapter reflects on legal education as a site of both continuity and contestation. Ultimately, teaching law through language can also function as an act of empowerment. It prepares future generations of students to interpret the law and to critically engage with and transform it. As the ways we perform legal language in context is increasingly influenced by automation, global flows, and ideological divides, the paper suggests that legal education should be grounded in reflection, resilience, and responsibility.