This paper examines the use of digital resources to integrate authentic legaltexts and materials into courses in English for Specific Purposes for students ofLaw and Economics, with an aim to engage Swedish university students withEnglish in practice and better equip them for professional communication. Thisis especially important given the linguistic situation in Sweden, wherein manyinternational Authors and companies are housed, and English use iswidespread among governmental Authors for public communication. Evendomestically based Authors are exposed to international regulations and EUlaw, often discussed using English as a legal lingua franca.Using digitally available legal archives and databases provides instructors with awealth of material to illustrate differing discourse structures and language usein context. Corpus analysis can then be further implemented in the classroomto illustrate points of grammar and communication, but additionally gained bythe students as a tool they can use to develop their English proficiency outsideof the classroom. Here, results of a preliminary case study involving interviewsand surveys with Swedish students from a course in English for SpecificPurposes for students of Law and Economics are examined, based on theirreflections on assignments and course instruction using discourse and corpusanalysis. Examples of course exercises and materials using such digital datasetsare provided and discussed.It is common practice for students of Law to be offered one optional course inEnglish for Specific Purposes which covers the fundamentals of Englishgrammar and general structures surrounding written and spokencommunication. These often follow a traditional grammar-based curriculum,using a textbook and exercises to teach the rules and conventions, along withsome degree of specificity towards a particular discipline, such as law orbusiness. However, legal professionals are then confronted with a variety oftext types, styles, and international conventions, in addition to legal jargonspecific to the register, which may differ greatly from the English to which havebeen otherwise exposed. The complex nature of legal discourse and genresnecessitates a broad view and varied exposure in instruction (Bhatia, 2017).The use of authentic documents in Legal English curricula in the United Stateshas also previously been proposed as a means of encouraging close reading ofreal legal texts; it furthermore facilitates the discussion of texts’ linguisticeffectiveness and “empowers students to criticize legal texts” while enablingthem to “craft language to achieve a desired discourse message” (Hoffman,2011: 1). It is argued here that this approach would benefit international lawstudents, such as those in Sweden, and it is thus important that effectivematerials are chosen from digitally available resources and exercises aredesigned, e.g. from samples of EU and case law, UK parliamentary datasets,and other texts from the legal profession such as official correspondences.