 Tempus project “Foreign Languages in the Field of Law”  The Centre for Language and Law, Faculty of Law, Zagreb  Training of legal translation

Outcomes: 1) To develop and update foreign language curricula at Croatian law faculties, 2) To provide specialized foreign language teacher training for law, 3) To organize foreign language courses for lawyers within the framework of lifelong learning.

 Coordinator: Faculty of Law, University of Zagreb  Grantholder: University of Antwerp  Consortium: 13 partner institutions

 Faculty of Law, Rijeka  Faculty of Law, Split  Faculty of Law, Osijek  Faculty of Humanities and Social Sciences, Zagreb  Ministry of Foreign Affairs and European Integration, Zagreb  Ministry of Justice, Judicial Academy, Zagreb

 Faculty of Humanities II, University of Innsbruck  University of Mannheim  Université Panthéon-Assas Paris II  South Bank University, London  Forensic Linguistics Institute, Llanfair Caerinion, Wales, UK

1. Introduction to relevant law disciplines 2. Languages for academic purposes in the field of law 3. Law-related linguistic and communicative areas

Basics of EU Law E. Lechner, A. Müller (University of Innsbruck) Introduction to the Analysis of EU Law T. Ćapeta, I. Goldner, T. Perišin (University of Zagreb) Introduction to European Private Law M. Micha (University of Mannheim)

Introduction to LSP (Law) M. Gačić (University of Zagreb) Legal Translation and Terminology S. Šarčević, B. Pritchard (University of Rijeka) P. Sandrini (University of Innsbruck) J. Novak, G. Cvijanović-Vuković (Ministry of Foreign Affairs and European Integration, Zagreb) Advanced Communication Skills for Lawyers D. Phillips (University of Antwerp)

Introduction to Forensic Linguistics J. Olsson (Forensic Linguistics Institute, UK) Intercultural Communication for Lawyers S. P. Verluyten (University of Antwerp) Legal and Linguistic Aspects of Multilingualism J. Darquennes (University of Namur) S. Ureland (University of Mannheim) O. Voronkova (University of Mannheim)

Language Policy of the EU: Sources of information (A. Čar, Faculty of Law, Zagreb) EU Law on the Internet (A. Čar, Faculty of Law, Zagreb)

 Juliette Scott, MA, ACIL, University of Portsmouth,  Collecting your own legal terminology resources, 22 April 2013

1. English for Lawyers: 1.1. English for EU law 1.2. International Legal English 1.3. Professional English: Law 1.4. Lawyer’s English 2. German for Lawyers 3. French for Lawyers 4. Italian for Lawyers  Worskhops: EU law on the Internet

 New language courses for lawyers:  Communication Skills for Lawyers  Legal Correspondence  Legal English: Law of Contract I – II  Legal English: Company law  English Legal Translation  German Legal Translation  Italian Legal Translation  French Legal Translation

 – Updating the existing curricula  – Introducing new teaching methods and materials  (interactive workshops, student mentors)  – Introducing new courses (e.g. Comparative Legal Linguistics, 2011-)  – Introducing law courses in foreign languages  (international program)

 Language education for law professionals  Legal terminology and lexicography  Legal translation and court interpreting  Legal drafting and transparency  Language in litigation and arbitration  Forensic linguistics  Analysis of legal discourse  Legal and linguistic aspects of multilingualism

 Sočanac, L., Goddard, C., Kremer, L. (eds.) Curriculum, Multilingualism and the Law/ Zagreb: Nakladni zavod Globus, 2009  Šarčević, S. (ed.)Legal Language in Action: Translation, Terminology, Drafting and Procedural Issues. Zagreb: Nakladni zavod Globus, 2009.

D. Bukovčan, Od teorije do prakse u jeziku struke (Languages for Specific Purposes: From Theory to Practice).- Zagreb : Školska knjiga, 2009; M. Gačić, Riječ do riječi: lingvistička istraživanja odnosa engleskog i hrvatskog jezika na području prava i srodnih disciplina (Studies of relations between English and Croatian in the field of law and related disciplines).- Zagreb : Profil, 2009; M. Javornik-Čubrić, English for Tax Law, Zagreb: Sveučilište u Zagrebu, 2009; Olsson, J., Uvod u forenzičku lingvistiku (Introduction to Forensic Linguistics) (transl. M. Javornik-Čubrić, L.i T. Sočanac).- Zagreb: Nakladni zavod Globus, 2010,

L. Sočanac, Studije o višejezičnosti (Studies on Multilingualism).- Zagreb: Nakladni zavod Globus, 2010, T. Perišin, Free Movement of Goods and Limits of Regulatory Autonomy in the EU and WTO.- The Hague: TMC Acer Press, 2009; M. Gačić, Englesko-Hrvatski rječnik prava, i me đ unarodnih i poslovnih odnosa = English Croatian Dictionary of Law and International and Business Relations.- Zagreb: Školska knjiga, 2009, M. Gačić, Gramatika engleskog jezika u funkciji struke (English LSP Grammar), Zagreb: Učiteljski fakultet; Školska knjiga, 2009.

 HR lecturers > University of Antwerp, Mannheim, Paris, Forensic Linguistics Institute, Wales, London South Bank University (25 lecturers)  Croatian students > study visit to London.  Consortium meetings: Zagreb, Split, Antwerp, Paris Innsbruck.  Lecturers from Antwerp, Mannheim, Innsbruck, London South Bank University and Forensic Linguistics Institute, Wales > Croatia.

Activities: – language courses for law students and lawyers – curriculum development – teacher training – research in law-related linguistic fields – conferences – publishing activities - internatinal cooperation

Research projects: “Legal and linguistic aspects of multilingualism” Research networks: Eurolinguistic Network South-East (ENSE)

 Developed in cooperation with lawyer- linguists from the Council of the EU and the European Central Bank  Aimed at Croatian lawyers planning to apply for the position of a lawyer-linguist at the EU institutions, and lawyers who need translation skills for their work in Croatia.

 Colin Robertson, Council of the EU,  The role of lawyer-linguists in the EU (13 May 2010)

M-L Lombardi, Director-General for Translation, A Strimaityte,Johan Bodenkamp, Administrators: Job opportunities for Croatian-language lawyers at the Translation Service of the Court of Justice of the EU :Presentation of the service, the work of lawyer linguists and the upcoming EPSO competition (22 May 2012)

 Legal translation, terminology and drafting (20 hrs)  English/German/French/Italian/Spanish legal translation courses (30hrs each)  Croatian for lawyers (30 hrs)  Introduction to EU Law and institutions (20 hrs)  Legal database research, use of translation tools (10 hrs)  Workshop „Working with EU Legislative Texts“ (6 hrs)

 One-week intensive training programme for lawyer-linguists from the ECJ  The Croatian language  Legal translation from Croatian into English and French,  Croatian legal system (general introduction), Croatian criminal procedural law, Civil law, Commercial law, Intellectual property, European law

 CONTENT (What kind of texts?)  METHOD  Special consideration: › Participants are lawyers, not linguists! › What can I teach them in 15 sessions?

ASSUMPTIONS: 1. They will have insufficient linguistic knowledge 2. They will need help using resources 3. They will expect ready answers! 4. They will be prone to literal translation!

 CONTENT › texts pertaining to English law (advice from lawyer linguists from the Council of the EU and the ECB) › EU texts  COURSE DURATION › Teach them:  skills rather than terms  responsibility and ethics

 METHOD › One which will teach them to:  accept the fact that there is no perfect translation  have a critical approach to resources  consider linguistic and extralinguistic factors in a translation task  find pros and cons of solutions, not judge them  that you never stop learning to translate

English law EU law 1. constitutional law 2. alternative dispute resolution 3. criminal procedure 4. family law 5. payment of damages for wrongful acts 6. public finances (European Fiscal Compact) 7. community trade marks (ECJ judgment) 8. competition law (Commission Directive) 9. environmental law (Commission Decision) 10. application of EU law in national courts

1. HOME ASSIGNMENT › One-page text to translate (EN-HR) 2. CLASS WORK › Comparison and discussion of their solutions 3. HOME ASSIGNMENT › Produce a final version of the translation › it to the teacher for final evaluation

1. Text functions › Informative or operative? 2. Translation: action with a specific purpose › Requirements of the addressees › Expectations of the commissioner 3. Function of the translation › Source-culture oriented (DOCUMENTARY) › Target-culture oriented (INSTRUMENTAL)

COMMENTS  'considering that I’d had previous experience in legal translation, I can say with certainty that the translation course expanded my way of thinking, increased my competence and helped me feel better about making decisions in translation‘

POSITIVE COMMENTS  'a very motivating method; it helped me to test my abilities and explore ways of thinking I had not considered before; defining the purpose of translation seemed very useful for practice and communication with clients‘  'very useful, considering that the context of translation will point to the correct terms to be used in a particular translation task; insisting on the possibility of multiple possible solutions is crucial for the development of legal translation skills; in law, what seems the same is not always the same, and this is important for legal translation as well.‘  'learning and understanding that there is no single correct solution was very important, as well as the fact that the context must be considered‘  'it helped me deal with the fear of translating‘  'I would consider it pretentious if we had finished every translation thinking we had found the perfect solutions. I thought the point of the course was for us to understand the complexity of legal translation and how carefully we must approach the translation of similar (not identical!) legal institutes, and to be cautious about literal translation. I didn't expect the course to expand my vocabulary, but to teach me about various methods and approaches to translation.'

NEGATIVE COMMENTS  'with complicated texts too many issues were raised owing to this approach and it often felt like we were stuck and not going anywhere ‘  'it is hard to be consistent when multiple solutions are suggested‘  'the method was problematic because each of us came from a different background and had a different approach to the text. In a real situation, when the commissioner and purpose of the text are known there are no doubts.‘  'I thought this approach was important for the theory of legal translation, but in practice, the accuracy of translation should come first.‘

 The functionalist approach proved largely useful  POSITIVE COMMENTS related to building self- confidence, raising the awareness of the complexity of language and translation (THE PROCESS)  NEGATIVE COMMENTS related to problems in agreeing on the final solutions, providing too many options, which is not helpful in practice (THE OUTCOME)

Thank you for your attention!