Legal English for Ukraine’s War Crimes Prosecutors

Post by Heather Weger and Julie Lake

Today, the second anniversary of the ground and air campaign on Kyiv in the early hours of February 24, 2022, we stop to reflect on Ukraine’s ongoing innovation during a full-scale Russian invasion. We, members from the Legal English team – Julie Lake, Michelle Ueland, and Heather Weger – were honored to contribute to this endeavor through our tailored, intensive 5-week program focusing on language skills for a team from the Office of the Prosecutor General (OPG) in Ukraine in November and December of 2023.

The Participants

The participants from the OPG team included Viktoriia Litvinova (the Deputy Prosecutor General), Oleksii Boniuk (Head of the Criminal Policy and Investment Protection Department), Veronika Plotnikova (Head of the Coordinating Center for the Support of Victims and Witnesses), Siuzanna Savchuk (Head of the Communications Department), and Yuliia Usenko (Head of the Department for the Protection of Children’s Interests and Combating Domestic Violence).

Our program empowered these incredible OPG representatives to meet the linguistic demands of their varied responsibilities. According to Veronika Plotnikova, the program and teachers enabled her team to meet their goal of “acquiring language skills necessary to communicate to the world about all the damage of the unprovoked and brutal aggression unleashed by the Russian regime.” 

The Program

Our participant-centered pedagogical approach was genre-based – built around texts and speech acts needed for the OPG participants’ interactions. Examples of pedagogical methods that we used included:

  • Brainstorming and practicing answering common questions to identify critical gaps in legal and academic vocabulary, 
  • Developing a series of interactive activities to help the team facilitate conversations with legal experts, 
  • Creating talking points that followed the expected organizational strategies in legal English (i.e., begin with the main point and then offer details and support),
  • Drafting CVs and bios that employed expected rhetorical strategies for meetings with US governmental counterparts,
  • Reviewing pronunciation and grammar guidelines based on student needs, and
  • Providing intensive personalized feedback for language development.

These pedagogical approaches allowed for participants to enrich their Legal English skills within our brief – but intensive – five weeks with them.

Learning was not confined to the classroom walls. Our OPG team was ushered into numerous law-focused and historical experiential opportunities. During these opportunities, they engaged in real-world language practice, including following the McElrath v. Georgia case from Georgetown Law’s moot court to the Supreme Court, attending the Atlantic Council’s EU-US Defense and Future Forum, a visit to the Library of Congress, a tour of the US Capitol, and a visit to Lincoln’s Cottage. In addition, the participants completed ACTFL’s oral proficiency interview.

The Partnerships

This specialized Legal English program was possible due to a deep collaboration with members of the Georgetown Law community. This collaboration allowed the OPG team to not only strategize how to combat the harm from Russia’s ongoing war on Ukraine’s people and environment but also to innovate their legal system. Partners included members of Georgetown’s Center on National Security (CNS) with funding through the Office of Global Criminal Justice (GJC) via the Atrocity Crimes Advisory Group (ACA) for Ukraine. 

We want to share special appreciation for the dedication, creativity, and professionalism of CNS Co-Director Professor Mitt Regan and Executive Director  Anna Cave; ACA Law Fellow Gus Hargrave; and the CNS logistical support team, Ann McKinnon and Angelika Osiniak. Together, these partners provided opportunities for the OPG team to meet with experts and governmental officials, and they supported the logistical aspects of their stay in Washington, D.C. 

Razom (Together, We are Ukraine)

It was an honor to work with this dedicated group of professionals from the OPG team, and we look forward to future collaborations!

Want to learn more about Ukraine? Check out these selected resources:

Websites

Press Releases

Humanitarian Feature Stories 

  • “Ukrainians Accuse Russia of Kidnapping, Indoctrinating Ukrainian Children”: Link to transcript (here); Link to video (here)
  • “Ukrainian Widows, Children Work to Overcome Grief, Trauma at Climbing Camp in the Austrian Alps”: Link to a transcript with video (here); Link to related article (here)
  • Contemporary Ukrainian authors recommended by Veronika Plotnikova
  • “Ukrainian Literature in Times of War: A Conversation with Oksana Zabuzhko” (here)

Articles

“Do you have any resources you recommend for international students trying to get their bearings in constitutional law?”

This great question was recently emailed by Prof. Eileen Pizzurro, Director of Academic Success & Bar Studies at Rutgers Law School to me and to Prof. Daniel Edelson (founder of USLawEssentials and Director of Academic Success at Seton Hall Law School.)

It gets at the challenge many law schools face in supporting international students–particularly those in JD programs as opposed to LLM programs–since those in JD programs need to take Constitutional Law with all the American JD students. And of all the 1L courses, Constitutional Law in the US has a particularly high degree of the kind of background and cultural knowledge that you absorb by growing up and going to school in the US.

And it’s frequently academic support faculty, legal writing faculty, and occasionally legal English faculty who find themselves needing to provide self-guided resources (because who has the time to teach a 1-on-1 Constitutional Law seminar?) to students thrown into the water and trying to learn to swim.

“Do you have any resources you recommend for international students trying to get their bearings in constitutional law?”

After hitting send on my email reply, I realized this should be a blog post so that other instructors out there have something they can easily refer students to when asked this question.

Below is my response. Though I’m happy to add more if others have suggestions:

1. USLawEssentials videos on the Constitution and Fundamentals of the US Legal System

Easily accessible (for free) on YouTube and created by Prof. Daniel Edelson (Director of Academic Success at Seton Hall Law and the founder of USLawEssentials), these often animated videos may be the quickest and easiest way for non-native English speaking lawyers/law students to start getting their head around the US Constitution and related topics in the US legal system.

In particular, there are playlists (i.e., multiple videos on a related topic) relate to Constitutional law on topics such as Constitution: The Federal Government and Important Freedoms (30 videos) and The Constitution: Tests for Constitutionality (18 videos). There are plenty of other helpful explainer videos Daniel has created that might be helpful. But those two playlists are good place to start and will give a learner plenty to do. Notably, Daniel has a great knack for communicating in a way that is intended specifically and very accessible for non-native English speakers.

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2. USLawEssentials self-guided online pre-LLM course

Daniel Edelson and I have created an online self-guided pre-LLM course program based on curriculum we’ve developed and taught in the past. It’s currently being provided on a pro bono basis to Afghan judges and lawyers in connection with the ABA Afghan Legal Professionals Scholarship & Mentoring Pilot Program. Certain course modules focus on the Constitution and fundamentals of the US legal system. (Others focus on Case Reading & Analysis; Fundamentals of Legal Writing; the US Civil Litigation System; and a Law & Language podcast-based study module.) The course has not yet been made generally available. But if anyone has interest–either as an individual or an organization–you can contact Daniel Edleson at daniel@uslawessentials.com.

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3. Georgetown Legal English Blog

The Legal English Resources page lists various books and podcasts, among other items, that may be helpful to learning about US Constitutional Law and related topics.

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4. Civics101 Podcast

An extensive series of podcast episodes, created by New Hampshire Public Radio, which are great explainers on a wide range of relevant topics.

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5. iCivics.org

An online gamified way to let US school students teach themselves about US government and constitution. Many (most?) schools in the US are using this to teach civics to their students. (My 10 year old daughter has been using it a lot lately.)

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6. Khan Academy

Khan Academy has a large library of lessons that might be helpful. I once went through all the offerings that seemed possibly relevant (there’s a lot!) and pulled out ones that might be helpful for my students. Then I organized them into a “course” on the Khan Academy website and titled the course “OLE: US Legal System-Core Concepts & Vocabulary (supp). A fair amount of the lessons I think were intended for AP History/Government students in US high schools. I haven’t used it in a while, but it still exists. So if you don’t feel like looking for all the lessons yourself, feel free to just join my course. Here’s the link for the OLE: US Legal System-Core Concepts & Vocabulary “course.”. And the join code for my “class” is VQ6XUCKW if you need it. 

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7. Street Law: Understanding Law and Legal Issues, Student Edition (Civics & Government) 

Intended for high school students as a practical guide to US law, government, and civics. But great for non-native English speaking lawyers and law students because it is rich in law-related vocabulary and US legal system concepts, it’s easier to read than a law school textbook, and it has a great glossary in the back of the book.

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8. US Government Resources

Recommended by Prof. Susan Landrum, Dean of Students and Assistant Dean of Academic Administration, University of Illinois College of Law

These are some additional resources on U.S. government resources that my students have found helpful in the past:

9. Netflix series: “We the People”

Recommended by Prof. Bythia Louzoun, a legal English lecturer at the Academic College of Natanya in Israel where she teaches classes with Muslim, Jewish, and Druze students together in the same class. In addition to English language, Prof. Louzoun also teaches Hebrew and French.

Additional suggestions from Prof. Louzoun include:

The Judicial Learning Center – Great activities, short quizzes, and simple explanations.

ProCon.org – A great website for debates!

Federal Law Enforcement Training Centers: The Informer – My students love the Informer from FLETC. And their FLETC Office of the Chief Counsel podcast on Spotify (and YouTube series “FLETC Talks“) is very helpful in explaining criminal procedure under the 4th Amendment. (Warrantless searches are a big part of our syllabus!)

I use videos from iCivics -The Constitution Explained

I also use a lot of material from ICivics and Street Law and I create my own Quizlets.

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Do you have ideas and suggestions for other materials that should be included here?Maybe something that has been been helpful to you or someone else you know?

Just email stephen.horowitz@georgetown.edu and let me know. I’m happy to add more to this post. Thanks!

Legal English faculty win TESOL scholarship

Post by Stephen Horowitz, Professor of Legal English

We’re very proud to share that Georgetown Legal English faculty members Profs. Heather Weger and Julie Lake for winning Washington Area TESOL‘s Jim Weaver Scholarship for Professional Development.

Profs. Weger and Lake, who both teach in Georgetown Law’s Two-Year LLM Program, plan to use the funds for the purchase of research materials related to legal writing for multilingual students. Weger explained, “We are on a mission to use linguists to bridge the gap between legal content and multilingual legal experts.”

The Two-Year LLM Experience: Tzu-ching (Jin) Lin

By Tzu-ching (Jin) Lin, Georgetown LLM Class of 2024. Lin is a graduate of National Chengchi University and previously practiced law in Taiwan for five years.

I’m very happy to have the opportunity to share my two-year LLM experience at Georgetown Law. 

Before I started at Georgetown Law, I didn’t know much about Georgetown Law’s Two-Year LLM program. Initially, I thought the one-year program was too short, and pursuing a JD was too expensive for me. However, over these two years, I’ve gained valuable knowledge and accumulated local experience in the US.

So, I want to take this chance to share my LLM plan and experience, and offer some advice to future students considering this path. In this post, I’ll first outline my LLM plan and how I executed it. Next, I’ll share insights on finding externships. Finally, I’ll delve into my overall experience and provide some advice. My aim is to create a comprehensive two-year LLM guideline that can assist future students.

Through these two parts, I hope to convey that the two-year program isn’t just for those who aren’t proficient in English; rather, it’s an academic program where you can enhance your knowledge, skills, and accumulate practical experience in the US.

  1. LLM plan

Before enrolling in Georgetown Law, my plan was to enhance my legal writing skills and complete 12 credits to meet the NY Bar requirements during my first year. For my second year, I intended to enroll in an Environmental and Energy Law program, with a focus on international arbitration and energy law.

National Chengchi University (NCCU) in Taiwan

During the first year of Georgetown Law’s Two-Year LLM program, most classes are mandatory, eliminating the need to worry about registration. Instead, the focus should be on immersing oneself in the class material and understanding the US culture. In the Legal English I & II courses, taught by Professors Stephen Horowitz, John Dundon, and Benjamin Cheng, they not only guided us on how to read cases thoroughly but also provided a critical thinking aspect to help us better understand how to work with common law. This guidance proved invaluable, allowing me to read cases more efficiently in my second year. 

One unique aspect of the two-year program that I particularly enjoyed was the emphasis on Legal Writing. What made it special was having professors with both law and linguistic degrees. It felt like having a writing coach guide us in thinking like English writers and developing skills in crafting memoranda and academic papers.

Prof. Julie Lake

For example, Prof. Julie Lake, my instructor for the Fundamentals of Legal Writing course, was able to provide invaluable suggestions and guidance as I learned the process of writing a legal memorandum and an academic paper. She not only taught me the basics of English writing, but more importantly, she taught me how to analyze my own writing problems so that I could develop a method of self-correcting my writing. This enabled me to write very effectively and with confidence in the seminar class I took in my second year of the program.

To further support my goal of enhancing my legal writing, I also applied to become an advisor for the Georgetown Journal of International Law (GJIL) and was fortunate to be selected. As an advisor, my responsibilities included checking citations and even afforded me the opportunity to write posts for the GJIL blog on topics such as how arbitration awards from Taiwan can be recognized internationally. Typically, LLM students are not afforded the opportunity to publish notes in student journals. But if you’re motivated and know about opportunities like this in advance, you can gain writing experience that can be beneficial for your career.

  1. Externship

Additionally, for those interested in an externship, whether in the summer or the following spring, it’s advisable to start crafting a resume at the beginning of the semester.

Lin (center) with some of his classmates in Prof. Horowitz’s Legal English I class.

In general, LLM students are usually limited to one externship opportunity, and some two-year students may opt to undertake an externship during the summer. However, if you enroll in Georgetown’s Environmental and Energy Law LLM program, you have the chance to pursue a second externship, as it is a requirement for the program; otherwise, you would need to take a practicum course. Personally, I completed my first externship in the summer and my second externship in the spring. As a Two-Year LLM program student, you can utilize “Pre-completion OPT” (i.e., Optional Practical Training) after completing your first academic year. I used this option to secure an internship during my second year, accumulating three local experiences in the US., which I believe will enhance my job prospects.

For a Taiwanese lawyer without international experience, finding an externship in the US. can be challenging. However, there are ways to enhance your chances. Firstly, it’s crucial to prepare a  resume, cover letter, and writing sample, as these materials play a more significant role than you might think. They not only align with the American culture of job hunting but also reflect the effectiveness of your written communication – how well you can showcase your strengths in concise terms. Regarding resume and cover letter, the staff of Georgetown Law’s Office of Graduate Careers are always ready to help. But for me I think the most helpful material was their “Career Manual” because it contains numerous templates, which are extremely helpful when writing an American-style resume and cover letter.

Secondly, adopting the right mindset is essential. Many may think, “My English is not good enough,” or “I lack relevant experience, so I won’t be able to find an externship.” However, sometimes, it’s not just about language skills and experience; it’s about having the courage to try. As Prof. Yi Song, Executive Director of the Office of Graduate & International Programs at Georgetown Law, wisely advised me, “You have nothing to lose, just try it.” With this mindset, I believe that you can successfully secure an externship during your LLM.

  1. Conclusion

Studying abroad is a fantastic opportunity. You can choose to travel around and experience different cultures, or you can opt to focus on building up your professional skills. It’s not a matter of right or wrong; it’s a matter of personal choice. 

Lin (back right) at end-of-semester bbq party at Prof. Horowitz’s home.

However, when you choose to enhance your professional skills, don’t limit yourself to just studying at school. You can add vibrant colors to your study abroad experience by actively engaging with professors and seeking externships. This advice holds particularly true for those interested in a two-year program. 

With more time at your disposal, you have the opportunity to explore your interests, resources and deepen your professional knowledge. So, be sure to approach this journey with passion and enjoy every moment of it.

LE Journal: ChatGPT conversations with Ukrainian legal English faculty

Post by Stephen Horowitz, Professor of Legal English. LE Journal is an opportunity to share some of the current goings-on of Georgetown Law’s Legal English Faculty.

Professors Julie Lake and Heather Weger met via Zoom this week with four Ukrainian philologists (i.e, historical linguists) to discuss pedagogical approaches and the use of Chat GPT in Legal English classrooms.

The Ukrainian legal English faculty members were Anetta Artsysshevska, Nataliya Hrynya, and Lily Kuznetsova from Lviv Ivan Franko National University and Olena Zhyhadlo from Taras Shevchenko National University of Kyiv Law School

We enjoyed a fruitful conversation about our collective successes and challenges, and we plan to meet again in February to continue the conversation.

The relationship evolved from a larger effort initiated by the Global Legal Skills community back in 2022 to foster connections and collaboration among law and legal English faculty in Ukraine

The Brief: “Bridging Language and Law at Georgetown”

A nice article via The Brief, Georgetown Law’s community newsletter, titled “Bridging Language and Law at Georgetown” in the January 18, 2024 issue that highlights the work of Professor Stephen Horowitz, the 2-Year LLM Program, and the Legal English faculty.

Click here to read the full article

Updates from the Georgetown Legal English Faculty (December 2023)

Post by Stephen Horowitz, Professor of Legal English

Here’s what the Georgetown Legal English faculty have been up to over the fall 2023 semester….

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Heather Weger & Julie Lake & Michelle Ueland

Legal English team members Professors Julie Lake, Heather Weger, and Michelle Ueland designed and delivered an intensive 5-week Legal English program for the Office of the Prosecutor General of Ukraine from November 13-December 15, 2023. They collaborated with Georgetown Law’s Center on National Security (with Professor Mitt Regan and Anna Cave) and the Atrocity Crime Advisory Group (ACA).

It was an honor to work with such dedicated colleagues and students. We look forward to future collaborations of this kind. Stay tuned for a more detailed blog post in January!

John Dundon

Professor John Dundon in Bonn, Germany

This September, Professor Dundon was invited to participate as a panel discussant at a linguistics conference at the University of Bonn, Germany. The title of the conference was “Language as a Social Practice: Constructing (a)symmetries in legal discourse,” and Professor Dundon spoke on a panel (together with professors from Germany and Finland) about how asymmetries in legal discourse can lead to societal injustice.

He thoroughly enjoyed attending the conference and considers himself very fortunate to have been invited to meet with so many leaders in the field of language and law. The conference proceedings will be published (together with a contribution from Professor Dundon) in an upcoming volume with Cambridge University Press.

In other news, Professor Dundon is finishing up his final year of coursework towards his doctorate in sociolinguistics. This semester, he is researching interactional features of Supreme Court oral arguments, and specifically the “production format” of utterances made by attorneys as they negotiate having to speak on behalf of themselves, their client, and their legal team. Professor Dundon is also conducting a survey of ideologies about language use and language learning on the public-facing websites of local bilingual schools in the District of Columbia.

Stephen Horowitz

Ukraine

*Collaborated with Artem Shaipov of USAID’s Justice For All program and several other legal English professors (Alissa Hartig, Susan Dudley, Catherine Beck, Oksana Kiriiak, and Linda Pope) to provide multiple legal English trainings for Ukrainian law faculty and legal English faculty over the course of the Fall 2023 semester.

*Led one of the trainings–9 sessions of Legal English Conversation–and recruited a cohort of 15 additional law/legal English volunteers (including colleague John Dundon) to engage with Ukrainian faculty in each Legal English Conversation session.

*Currently in the process of setting up additional trainings during Spring 2024. And planning a new round of matching Ukrainian law schools with any international law school/legal English faculty interested in teaching a course, guest lecturing, providing support for academic publishing, or helping in other ways. (Email Stephen.Horowitz@georgetown.edu if interested in volunteering in some capacity.)

*Recruited Georgetown Law JD students to participate in a six-week peer-to-peer legal writing project with students from Kyiv Molhya Academy University during the fall semester that involved JD students from several other US law schools as well. Currently recruiting more Georgetown Law students for the next session to start late January.

*In collaboration with law professor Alan Blakely, helped set up the Ukraine-related Resources Page.

*Reached a 500-day Duolingo streak for Ukrainian language study!

Afghanistan

*Continued conducting assessments for Afghan judges and lawyers in connection with the ABA Afghan Legal Professionals Scholarship & Mentoring Pilot Program. The assessment project is in collaboration with Prof. Daniel Edelson (Seton Hall/USLawEssentials.com) and Prof. Lindsey Kurtz (Penn State Law).

*Created, with Daniel Edelson, a self-guided online pre-LLM legal English program (i.e., Fundamentals of the US Legal System; Reading Cases; Legal Writing) to help prepare Afghan candidates getting ready to start an LLM program at a US law school.

*Currently working with ABA program leaders to recruit additional mentors–both law faculty and law students–to provide legal English and other support for the candidates. (Email Stephen.Horowitz@georgetown.edu if interested in volunteering.)

Japan

*Guest-lectured in three classes for the legal English course at Keio University Law School on the topics of Case Reading Strategies and the Language of Analogy.

USA

*Teaching a December/January “Bar Essay Writing Skills for LLM Students” online course for USLawEssentials together with Prof. Daniel Edelson. The course is designed to be accessible to all students who need it regardless of finances, and provides specialized bar essay writing support geared to non-native English speakers.

*Was the subject of interviews by Wordrake (on Legal English and Plain English) and Amicus Partners (on my career path to becoming a legal English professor.)

*Provided a book cover blurb for The “Getting to Yes” Guide for ESL Students and Professionals: Principled Negotiation for Non-Native Speakers of English by Barrie J. Roberts at the request of University of Michigan Press.

*Received a wonderful email from a former student, reprinted with her permission:

“I found out I passed the New York bar yesterday! I wanted to thank you specifically because both torts and criminal law came up on the exam. The torts essay was asking for all elements of negligence so that was our entire final exam for Legal English 1. The criminal law essay had 4 sub issues and they were all about Miranda rights, custodial interrogation and whether the defendant waived it knowingly, voluntarily and intelligently. Thank you again for the classes. I remember writing everything I learned from classes instead of from the bar prep materials for those two essays. I’m really grateful for that!”Sokunthyda Long (Cambodia), graduate of the 2-Year LLM Program at Georgetown Law

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Wishing everyone a happy, healthy, and peace-filled holidays and New Year!

Wordrake Plain Language Series: An Interview with Prof. Stephen Horowitz

In connection with International Plain Language Day (which is a real thing), Wordrake recently published an interview with Georgetown Legal English Prof. Stephen Horowitz, who teaches in Georgetown Law’s Two-Year LLM Program, in which they asked him questions such as:

  • “What prompted you to combine Law and English as a Second Language?”
  • “What connections do you see between writing for lawyers, linguistics, English as a Second Language, and the plain language movement? How do you see these fields working together to promote clarity and equity?”
  • “How can other lawyers help clients who speak English as a second language? What should lawyers know about ESL processing that would help them better serve clients?”
  • “How can professors help students who speak English as a second language?”

Below are some quotes from the interview:

  • “In Japan I encountered so many situations and behaviors that felt uncomfortable and at times even irrational. I learned to stop myself and consider the possibility that it actually was rational if you’re working from a different set of assumptions. And I learned to question and evaluate my own assumptions about how things should work before I fell back on a judgmental view or comment. It’s led me to a passionate curiosity for trying to understand why people do things they do.”
  • “The plain English movement is a reaction to a sense that the writing of lawyers and judges had become unnecessarily complicated and was acting as a barrier to access to justice. Although not stated explicitly, the plain English movement seems to me to assume native English speakers as its primary users and consumers. Legal English, on the other hand, is a catch-all term relating to the approach and curriculum for helping lawyers and law students from other language backgrounds study or work with US (or UK, Canadian, Australian, etc.) law or contracts in English.”
  • “The primary overlap [between Plain English and Legal English] is probably with regard to input. In the case of plain English, if you simplify language and use fewer words, then there is less information to process, both in volume and complexity. That should work to the benefit of non-native English speakers. In other words, using plain English makes a text closer to the idea of “comprehensible input.” Of course, it’s also possible that even a text that meets plain English standards could still be challenging for a non-native English speaker to understand for a variety of reasons, including vocabulary, grammar, and cultural knowledge gaps. And of course among non-native English speakers, there will also always be a wide range of facility with English.”
  • “However, it seems to me that plain English and legal English begin to diverge regarding output. This is because plain English can often be conveyed as a series of prescriptivist rules and principles for how to use and not use language. Whereas in legal English, the priority is generally learning to communicate one’s ideas accurately, with style a little lower down the priority list depending on the student. From a legal English teaching perspective, we want the students to learn to feel confident in expressing their ideas.”

Below is a link to the full interview.

Wordrake Plain Language Series: An Interview with Professor Stephen Horowitz

Georgetown Law on AI in the TESOL Applied Linguistics Newsletter (Sept 2023 issue)

The September 2023 issue of AL Forum (the applied linguistics newsletter for TESOL) is out, thanks in part to contributions from several members of the Georgetown Law faculty. And the theme is language, teaching, and generative AI.

Co-edited by Georgetown Legal English Professor Heather Weger  and George Washington Teaching Associate Professor Natalia Dolgova, it leads with a letter from the editors and includes two articles by Georgetown Law colleagues.

AL Forum: The Newsletter of the Applied Linguists Interest Section

1. Letter from the Editors, by Prof. Natalia Dolgova and Prof. Heather Weger

“In this issue, you will find leadership updates summarizing past and future ALIS activities, and this issue provides a closer look at how educators are grappling with the impact of generative artificial intelligence (AI) technology, such as ChatGPT, on our field.”

2. Generation GPT: Nurturing Responsible AI Usage in College Curricula, by D. Ellery Boatwright, Instructional Technologist

“This article offers some resources and advice to consider as you make informed decisions about integrating AI into your workflows and prepare students to inhabit an AI-rich world.”

3. ChatGPT Experiment: Creating an Online Vocabulary Course for Legal English, by Prof. Stephen Horowitz

“A detailed case study of his experimental use of ChatGPT to design teaching materials for a vocabulary course, [including] examples of how to prompt ChatGPT to generate materials (e.g., quizzes and practice activities.)”

For more articles and issues of the AL Forum, click here.

Mistakes and Oral Communication in Legal English

Prof. Paula Klammer
  • The below was initially posted by Prof. Paula Klammer on LinkedIn. Re-posted here by Prof. Stephen Horowitz with permission.
  • Prof. Klammer is a Legal English Lecturer & Research Fellow at Georgetown Law. Currently earning her Ph.D. in Law from Universidad de Palermo in Argentina, Paula is an experienced lawyer and translator and is bilingual in Spanish and English.

In legal English (and in life), mistakes are good.   

Educators often talk about what and how we teach our students. But in my last semester as a Legal English Fellow at Georgetown, I want to share what I’m learning from the two colleagues who have taken me under their wings.  

The number one pain point of many legal English learners is their lack of confidence in their oral communication skills….. They’re afraid that communication mistakes will be interpreted as if they don’t know what they are talking about (law-wise) or that people will think they are not good lawyers.

This week’s most valuable lesson can be summed up like this: it’s good to make mistakes.    Here’s a little context:    In Prof. Julie Lake’s Oral Communication in the Law class which is part of Georgetown’s Two-Year LLM Program, students were given prompts to practice their oral communication skills. The class is designed to start students off within their comfort zones and help build up their confidence as legal English speakers.   

Prof. Julie Lake

The number one pain point of many legal English learners is their lack of confidence in their oral communication skills. Like their English-speaking colleagues, non-native English speakers are highly intelligent and well-versed in their legal systems. They want nothing more than to display their exceptional lawyering skills in English, but they often doubt their ability to communicate effectively. They’re afraid that communication mistakes will be interpreted as if they don’t know what they are talking about (law-wise) or that people will think they are not good lawyers.

This is a legitimate fear. Nobody wants to be embarrassed, especially not when practicing law.     That’s why oral communication training is not just about getting students to speak English, but to do so in a way that builds up their confidence. Students know a lot more than they realize and they are often much better at communicating in English than they think.   

So Prof. Lake gives students prompts that are personalized to each individual and serve as both a diving board for them to start speaking, and also as an ice-breaker for them to get to know each other and to build a sense of community. Ultimately, the underlying feeling at the end of each of Prof. Lake’s classes is that we are all in this together, and this is a safe space for students to speak English, make mistakes, and learn.   

Mistakes are welcome and should be embraced. Mistakes are learning opportunities. And making mistakes in English doesn’t reflect poorly on learners as lawyers. Mistakes are, according to Prof. Lake, when learning happens.    So my favorite takeaway this week is to welcome mistakes. 

❤️

 #legalenglish #englishlearning #englishcommunication

Click here to see previous Georgetown Legal English Blog posts about Prof. Paula Klammer.

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