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1

TEACHING AND LEARNING FOREIGN LANGUAGES FOR LEGAL PURPOSES IN CROATIA

100%
Kordić L., Cigan V.
Studies in Logic, Grammar and Rhetoric
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2013
|
vol. 34
|
issue 1
59-74
EN
In accordance with the Bologna Declaration, modern languages and communication skills have a growing importance in all professions. With the prospect of Croatian membership of the EU and taking into consideration the conditions of the growing internationalization of law in general, knowledge of foreign languages represents an indispensable prerequisite for international com- munication within the legal profession. Thus, teaching foreign languages in the field of law, especially English and German, is necessary not only for the pro- fessional education of Croatian law students, but also for their mobility within the network of European universities. This paper presents a case-study of the current situation in teaching Legal English and Legal German in Croatian Law Schools. First, the status of foreign languages for specific purposes (FLSP) in the Higher Education System of the Republic of Croatia in general is analyzed. The main part of the paper is dedicated to teaching Legal English and / or Legal German as compulsory courses within the curricula of Croatian law faculties (status, syllabus design, teaching methods). Then some projects on teaching foreign languages to practicing lawyers will be presented. With the prospect of Croatian membership of the EU, specific education programmes for lawyer- linguists have been introduced by the Law Faculties of Zagreb and Osijek. These programmes, developed within the lifelong education project for lawyers, offer an opportunity for Croatian law students and young lawyers not only to im- prove their knowledge of Legal English and Legal German, but also to learn other languages of the EU, like French or Italian. These new programmes are the response of Croatian foreign language teachers to the current requirements of the European labour market and the challenges of the internationalization of the modern world.
2

HE ESP TEACHER AS RESEARCHER

100%
Potocka D., Sierocka H.
Studies in Logic, Grammar and Rhetoric
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2013
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vol. 34
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issue 1
175-188
EN
The field of language teaching, both TESOL and ESP, is undergo- ing rapid changes. It is responding to new educational trends and paradigms and institutions face new challenges connected with changes in the curriculum, national tests and student needs. As a result, language teachers need to update their professional knowledge by taking on new roles, such as those of teacher- researcher. The purpose of this paper is to present new developments in the area of general language teaching research, with a particular focus on meth- ods of qualitative research that might be found useful while examining certain aspects of teaching in the field of ESP, such as case studies, action research, interviews or observations. The presentation of research methods is followed by a review of research practice focused on pedagogical issues published in re- cent years in ESP journals, such as English for Specific Purposes, The Asian ESP Journal or Journal of English for Academic Purposes. Of major interest are articles on Legal English. The article concludes with suggestions for further study.
3

Legal English Through Movies: Development of Professional Communicative Competence

100%
Vyushkina E.
Studies in Logic, Grammar and Rhetoric
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2016
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vol. 45
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issue 1
253-263
EN
Legal English (LE) has evolved as a distinct, highly demanded part of ESP in the recent years of globalisation. Many specialised textbooks have been published lately, but the professional communication aspect lacks sufficient coverage. This article presents a project, which is a teaching manual entitled Legal English through Movies, that has grown from the author’s experience using video in the LE classroom. A general methodology of using authentic video in language teaching is briefly covered to explain why and how feature films were initially used by the author. The idea of using movies for developing law students’ professional communicative competence has shifted the emphasis from pure language training to forming professional communication skills. The applied method takes into consideration both linguistic and extra-linguistic factors of professional communication. Special attention is paid to language patterns typical of different communicative situations within various areas of legal practice along with peculiarities of cross-cultural communication. Not covering all spheres of LE teaching the results enhance education kits for such course topics as Criminal Law, Tort Law, and Civil Procedure as well as provide training materials for mastering professional skills in typical communicative situations (lawyer - client, lawyer - lawyer, etc.). The approach introduced here can be expanded to different ESP fields as well.
4

SCAFFOLDING THE WRITING COMPONENT OF THE ENGLISH FOR LAW SYLLABUS AT UNIVERSITY

75%
Łuczak A.
Studies in Logic, Grammar and Rhetoric
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2013
|
vol. 34
|
issue 1
93-111
EN
The present paper is intended to be a practical guide for teachers who need to run writing for law classes for pre-experienced law students with no or little experience of academic or legal writing. It provides the teachers with advice on how to teach students to draft modern documents by sequencing and selecting the content that reflects the needs of practising lawyers. It shows how legal writing stems from academic and general writing. Overlapping or common elements of academic and legal writing are identified and sequenced in order to create an introductory base for writing for legal purposes. Types of texts that lawyers draft have been selected and used as the scaffold- ing for writing tasks specially designed to suit the students’ proficiency and expertise.
5
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MODAL VALUES OF VERBAL FORMS IN THE EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES. A LINGUISTIC COMPARATIVE ANALYSIS OF THE ENGLISH, ITALIAN AND SPANISH VERSIONS

45%
COPPOLELLA M.
Comparative Legilinguistics
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2014
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vol. 18
24-46
PL
Artykuł zawiera analizę środków deontycznych, epistemicznych i performatywnychw angielskiej, włoskiej i hiszpańskiej wersji językowej Europejskiej karty języków regionalnych lub mniejszościowych, traktatu Rady Europy, który ma na celu ochronę i promocję tych języków w Europie. Celem autorki było wykazanie, że angielski, włoski i hiszpański język prawny charakteryzują sięodmiennym sposobem wyrażania modalności deontycznej, epistemicznej i performatywności. W angielskim języku prawnym wyróżnić można wiele czasowników modalnych na wyrażenie modalności deontycznej lub epistemicznej, a performatywność wyrażana jest za pomoca trybuoznajmującego. We włoskim języku prawnym na wyrażenie modalności deontycznej oraz peformatywności stosuje się tryb oznajmujący, natomiast na wyrażenie modalności epistemicznejtryb łączący. Z kolei w hiszpańskim języku prawnym modalność deontyczną i performatywność wyraża się poprzez tryb oznajmujący, a modalność epistemiczną przez tryb łączący.
EN
The present paper analyses the verbal expression of deontic, epistemic and performative values in the English, Italian and Spanish versions of the European Charter for Regional or Minority Languages, a treaty of the Council of Europe which aims to protect and promote the historical regional or minority languages of Europe. The objective of this paper is to show that Legal English, Legal Italian and Legal Spanish express in a different way the deontic, epistemic or performative values of verbal constructions, in particular recurring, or not, to modal verbs or to specific tenses. The results of the paper reveal that Legal English frequently uses modal verbs to express deontic or epistemic modalities of verbal forms, whereas it privileges indicative tenses to express performative modality; Legal Italian prefers indicative tenses to convey deontic and performative modalities, and subjunctive tenses to convey epistemic modality; Legal Spanish privileges indicative tenses to express deontic and performative modalities, and subjunctive tenses to express epistemic modality.
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