[en] This article examines two substantially irreconcilable approaches to internationalization that are emerging in the United States. The first focuses on globalizing the law school curriculum through internationalization.&nbsp;This approach is congruent with emerging trends in legal education internationalization in Europe. The second approaches internationalization as a market driven competition for influence among dominant domestic legal orders, that is, as nationalist globalization. Internationalization is understood as the extension of the influence of national law outside the national territory and is nicely illustrated by recent efforts to globalize the law school curriculum by internationalizing the conventional U.S. law school curriculum. The principle thesis is this: The global legal education community, led by the Europeans, has been constructing a vision of globalization of legal education that has as its basis the idea of harmonization and convergence of different systems and the development of a new institutional model grounded in harmonized global&nbsp;trends in law. The United States appears to be taking two approaches to this development. After an Introduction, Part II examines the internationalization efforts of U.S. law schools following one of five models: (1) integration; (2) segregation; (3) aggregation; (4) immersion; and (5) multi-disciplinary department models.&nbsp;This project seeks a newer framework for the construction of shared legal structures grounded in joint effort that is not dominated by the approaches off any one state. Part III then examines the ways in which American institutions are also working against this general trend by positing a form of nationalist globalization that has as its foundation the idea that national legal education can go global without globalizing the law taught. Nationalist globalization takes three forms: a focus on the training of lawyers for domestic service whose pedagogical methodologies can be exported, the extraterritorial extension of the U.S. law school system, and the management of post graduate degrees in law for foreign law graduates. In place of harmonization and globalization of law, the American nationalist globalization model grounded in extraterritorial competition for socialization in the laws of the domestic legal order of dominant states.&nbsp;The article ends with an analysis of the consequences of these competing forms of global engagement in legal education. While much of the attention on changes to the American law school environment has focused on internationalization within consensus-based and supplementary programs founded on the internationalization ideal, American law schools have also been developing market-based strategies that are, at their core, fundamentally inconsistent with the internationalization framework.

[es] En este art&iacute;culo se examina dos enfoques sustancialmente incompatibles de la interna-cionalizaci&oacute;n que est&aacute;n surgiendo en los Estados Unidos. La primera se centra en la globalizaci&oacute;n del curr&iacute;culo escolar a trav&eacute;s de la ley de internacionalizaci&oacute;n. Este enfo-que es congruente con las nuevas tendencias en la internacionalizaci&oacute;n de la educa-ci&oacute;n legal en Europa. La internacionalizaci&oacute;n de los enfoques en segundo lugar como la competencia por el mercado por la influencia entre dominante ordenamientos jur&iacute;di-cos nacionales, es decir, la globalizaci&oacute;n nacionalista. La internacionalizaci&oacute;n es enten-dida como la extensi&oacute;n de la influencia de la legislaci&oacute;n nacional fuera del territorio nacional y est&aacute; muy bien ilustrado por los recientes esfuerzos para globalizar el curr&iacute;cu-lum escolar la ley por la internacionalizaci&oacute;n del derecho convencional EE.UU. curr&iacute;culo escolar. La tesis de principio es el siguiente: La comunidad global de educaci&oacute;n legal, liderado por los europeos, ha sido la construcci&oacute;n de una visi&oacute;n de la globalizaci&oacute;n de la educaci&oacute;n jur&iacute;dica, que tiene como base la idea de la armonizaci&oacute;n y convergencia de los diferentes sistemas y el desarrollo de un nuevo modelo institucional basado en la armonizaci&oacute;n de las tendencias mundiales de la ley. Los Estados Unidos parecen﻿ estar tomando dos enfoques para este desarrollo. Por un lado, algunas instituciones est&aacute;n participando en la internacionalizaci&oacute;n de la educaci&oacute;n. Sin embargo, las institu-ciones estadounidenses tambi&eacute;n est&aacute;n trabajando en contra de esta tendencia general al plantear una forma de globalizaci&oacute;n que tiene como fundamento la idea de que la ense&ntilde;anza del derecho nacional puede ser globalizada y el rechazo de la necesidad de crear y ense&ntilde;ar derecho m&aacute;s all&aacute; del derecho nacional. En lugar de la armonizaci&oacute;n y la globalizaci&oacute;n del derecho, los estadounidenses de un modelo basado en la competen-cia extraterritorial para la socializaci&oacute;n de las leyes del ordenamiento jur&iacute;dico interno de los estados dominantes.