Externship Diaries: Salome Adeishvili (May 2024)

Salome Adeishvili, Georgetown Law Two-Year LLM, 2023-25

Post by Salome Adeishvili, who just completed her first year of Georgetown Law’s Two-Year LLM and will graduate in Spring 2025. Salome is from a small town called Samtredia in Georgia. Fun fact from Salome: Samtredia translates as “three pigeons.” 🙂

May 2024

Dear Diary (and Future Readers), 

Are you interested in finding an externship in the US? My diary is here to guide you. I am excited to share my experiences and insights that led me to secure an externship as a Georgetown Law student. In my diary, you will be able to follow my steps closely. This established path aims to make your future endeavors smoother and more rewarding. I will outline four crucial steps in chronological order to help you navigate the process successfully. The first step involves preparing all the necessary documentation. The second step covers the process of finding an externship. The third step focuses on preparing for the interview. The fourth step outlines the administrative steps required to make your externship official.

  1. Preparing your documentation

The first step is crucial for building a strong foundation: gathering the necessary documentation. This documentation includes your resume, professional references, personal statement, and writing sample.

Begin by refining your resume using the available resources at Georgetown Law’s Office of Graduate Careers. Start this process early in your first semester, as perfecting a resume takes time, and you will need it ready when it is time to apply for externships.

Next, gather your professional references. List at least three references, selecting a mix of professors and former or current employers.

Then, draft a general personal statement in advance to adapt it based on different positions. This allows you to easily adapt it to fit the specific interests and requirements of each firm or organization you apply to.

Finally, have a writing sample ready. Many organizations will request one. Obtaining a writing sample from your courses in your program is quite efficient. If you are in the One-Year LL.M. at Georgetown Law, try to take a class in your first semester with a paper requirement (e.g., USLRAW or a seminar course.) If you are in the Two-Year LL.M. Program, you can use your USLRAW memo or your second-semester Fundamentals Legal Writing II paper.

  1. The Process of Finding an Externship 

For the second step, set aside a specific time each day to focus solely on finding externships across various platforms. Make this a daily habit and prioritize it over other commitments, including midterms, exams, assignments, or social activities. Begin this process early in the semester, ideally 3-4 months before you wish to start your externship, whether in summer, fall, or spring.

When searching for externships using different resources, use keywords like “summer externship/internship for law students,” with or without mentioning a specific organization. If you are interested in a particular field, include related keywords. For example, I was looking for opportunities at an immigration law firm, so I added “immigration” to my above-mentioned keywords. 

One set of resources is available exclusively for Georgetown Law students: Symplicity, a Georgetown Law database of employers and job opportunities, and TIP Symplicity, the pre-approved externships database created especially for Georgetown Law students. Another set of resources is widely available, LinkedIn, a professional networking platform that connects you with industry professionals and job postings, and Indeed, a comprehensive job search engine. Combine these with other relevant job search platforms to maximize your chances of finding externship opportunities. 

Also, manage your applications with an Excel sheet/Word document to track companies, deadlines, documents, and follow-ups. Regularly update your spreadsheet and stay proactive to enhance your chances of securing an externship. Consistent effort and dedication will significantly increase your chances of finding the perfect externship.

  1. Preparing for the Interview

For the third step, take advantage of Georgetown University’s services and schedule a mock interview with the Office of Graduate Careers. While you may have previous interview experience, different countries often have unique ways of talking about their experiences and potential value to a company or organization. To highlight these qualities, utilize the resources provided by the university to ensure you are well-prepared.

  1. Make Your Externship Official

After successfully securing the position, if you plan to accrue credit in an externship, ensure you complete all the necessary administrative steps. Fill out an LL.M. Externship Application Google form and request that your future employer complete the Supervision Agreement for Externship Field Supervisor form and send it to Molly Jackson. This ensures your hard work is recorded and Georgetown University Law Center awards you two hours of academic credit. 

In conclusion, navigating the externship journey as a Georgetown Law LL.M. student involves laying a strong foundation by preparing essential documentation, dedicating consistent time to the Process of Finding an Externship, utilizing university services for interview preparation, and finalizing administrative requirements to make your externship official and to ensure credit for your hard-earned result. By following these steps diligently and leveraging all the available resources, you can enhance your chances of securing a rewarding externship experience that aligns with your career goals and aspirations.

**********

P.S. Would you prefer to get paid for your work? If so, you should consider an internship. The main difference between an externship and an internship is that an externship provides university credits, while an internship usually offers a salary. The first three steps of the process are the same for both, but unlike an externship, an internship does not require university registration since it does not offer academic benefits. So, which option do you prefer?

P.P.S. To avoid any confusion, I also want to add that F-1 students are not permitted to work/intern/extern off-campus without approved optional practical training (OPT) or curricular practical training (CPT) work authorization. 

2-Year LLM Program alum Paloma Cipolla Moguilevsky featured in “Master of Laws” season 3 interview

Post by Prof.  Stephen Horowitz, Legal English Lecturer

The latest interview in the Master of Laws series (conceived and produced by Georgetown Law’s Yi Song) focuses on Georgetown Two-Year LLM Program alum Paloma Cipolla Moguilevsky, an associate at the law firm of Williams & Connolly LLP in Washington, DC

How did a moot court competition turn into her job offer at BigLaw?

Paloma initially aspired to become diplomat when she began law school. Fluent in Spanish and English and having been raised in Argentina and Spain, she has a keen interest in international affairs. It was not until she started her LLM at Georgetown that she begun to explore a career in international arbitration. Paloma was a member of the team that represented Gerogetown at the 2018 LLM Commercial & Investment Arbitration Moot Competition. One of the coaches happened to be a lawyer at Jones Day. Paloma stayed in touch with her moot court coach after the competition. When a position became available at Jones Day, Paloma applied and ultimately received the job offer.

What was the job application process for Paloma?

How did she get into BigLaw right after receiving her LLM?

What’s her insight on getting a summer internship position at the World Bank?

Continue on to the Masters of Law Interviews with Yi Song website to listen to and read more about Paloma’s experience and career journey.

You can also subscribe to the Master of Laws LinkedIn weekly newsletter to receive FREE insider tips.

Prof. Dundon’s publications on display at Georgetown Law Faculty Scholarship & Teaching Luncheon

Post by Prof. Stephen Horowitz, Legal English Lecturer.

We were excited to see Prof. John Dundon, who teaches in Georgetown Law’s Two-Year LLM Program, representing Georgetown Legal English at the recent Georgetown Law Faculty Scholarship & Teaching Luncheon. The scholarship display included two recent publications (see below) by Prof. Dundon, who has a J.D., M.A. in Applied Linguistics and is in the process of obtaining his PhD in Sociolinguistics.

  • Dundon, J.T. (2024). Language ideologies and speaker categorization: A case study from the U.S. legal system. International Journal of Legal Discourse, 9(1), 1-27. https://doi.org/10.1515/ijld-2024-2007  
  • Dundon, J.T. (2023). ‘A shifting precipice of unsettled law’? A survey of how U.S. courts treat expert testimony using forensic stylistics. The International Journal of Speech, Language and the Law, 30(1), 119-137. https://doi.org/10.1558/ijsll.23788

Two-Year Students and Faculty Engage with Former Ambassador Williamson at GULC Event

Post by Profs. Heather Weger and Julie Lake

On April 24, 2024, just as the US was authorizing support for Ukraine’s efforts to defend itself against Russia’s ongoing war of aggression, current Two-Year LL.M. students (Salome Adeishvili, Vishnupriya Bhonsle, Zhicheng Hong, Junsik Park, and Daisuke Tomita) and faculty (Prof. Julie Lake and Prof. Heather Weger) attended a panel discussion titled “The War in Ukraine: Investigating and Prosecuting War Crimes.” Facilitated by Clint Williamson (former US Ambassador-at-Large for War Crimes Issues and current Lead Coordinator of the Atrocity Crimes Advisory Group for Ukraine), the informative and somber panel featured analyses and advice from three war crimes experts with a focus on conflict-related sexual violence:

From left to right (Vishnupriya Bhonsle, Salome Adeishvili, Former Ambassador Clint Williamson, Professor Julie Lake, Professor Heather Weger, Junsik Park, Zhicheng Hong, Daisuke Tomita)
  • Davorka Čolak: ACA Prosecutions Coordinator, Senior Croatian War Crimes Prosecutor
  • Irisa Čevra: ACA Deputy Prosecution Coordinator, Senior Bosnian War Crimes Prosecutor
  • Ingrid Elliott: ACA Prosecutions Coordinator for Conflict-Related Sexual Violence (CRSV), UK Foreign Office Global Expert on CRSVanel

ALWD Teaching Grant awarded to Georgetown Legal English Faculty for second year in a row

Post by Prof. Stephen Horowitz, Legal English Lecturer.

Congratulations to Georgetown Legal English faculty members Profs. Julie Lake and Heather Weger, who both teach in Georgetown’s unique Two-Year LLM program, for being awarded a Teaching Grant by the Association of Legal Writing Directors (ALWD) for their grant proposal titled, “An Innovative Approach to Strengthen Multilingual Student Voices and Autonomy in Legal Writing Classes”!

Georgetown Legal English faculty member Prof. Stephen Horowitz (who also teaches in the Two-Year LLM Program) previously received an ALWD Teaching Grant in 2023 for his proposal (with Prof. Daniel Edelson of Seton Hall Law) to create a self-guided online legal writing course that would make legal writing instruction easily available to students in anywhere in the world at no cost and on their own schedule. (The course–Essential US Legal Writing for International Law Students & Attorneys–has since been made available to Ukrainian law schools and to Afghan judges and lawyers connected with the ABA Afghan Legal Professionals Scholarship & Mentoring Pilot Program.)

Below is Lake and Weger’s innovative proposal:

*************************************

“An Innovative Approach to Strengthen Multilingual Student Voices and Autonomy in Legal Writing Classes”

Summary: For our teaching idea, we will develop a pedagogical sequence (with tasks and materials) that empower multilingual students, arguably a marginalized sector of law school, to assess and revise their writing using an asset-based lens. 

Rationale: Over the past 10 years, as we have taught legal writing to multilingual students in law school, we have seen how these writers are decentered as they navigate their educational experience. This led us to reflect on our teaching practices in our legal writing courses, resulting in several pedagogical shifts aligned with asset-based principles (MacSwan, 2020) that foster a sense of belonging and inclusivity for multilingual (and monolingual) students. The next step is to create a pedagogical process that empowers students to take charge of their legal writing experience and develop their legal writing voice. 

Becoming an autonomous writer with a clearly defined individual “voice” (Lancaster, 2019; Matsuda & Tardy, 2007) can be challenging for any novice legal writer and doubly-challenging for multilingual writers. The first step toward developing one’s voice is for emerging writers to develop the ability to analyze their own written texts (Teng, 2020).

Yet, in our legal writing courses, we have noticed that multilingual students often struggle to critically engage with writing in their non-dominant language; instead, they look to teachers to “correct” their written texts.

To help learners overcome this dependency and develop their legal writing voice, we want to transform traditional standard-based pedagogy (Cox, Malone, & Winke, 2018) into asset-based pedagogy (Lubbe & Eloff, 2004) as we design a pedagogical sequence that encourages learners to take charge of their legal writing process.

Teaching idea: We will develop a pedagogical sequence with tasks and materials that relies on an asset-based pedagogy (e.g., MacSwan, 2020) for teaching writing to multilingual law students (our population.)

******************************

And here is the official email announcement from ALWD:

Congratulations to ALWD Teaching Grants Recipients

Dear Colleagues:

The ALWD Board and Teaching Grants Committee congratulate the recipients of our 2024 grants! Thank you to all who submitted proposals, and we look forward to the results of the grants, as summarized below.

Aysha Ames (Fordham University School of Law) proposed “Counter Story: Using `Outsider’ Narratives to Tell Complete Stories.” Aysha will “create a two-credit upper-level legal writing course on counter storytelling with the goal of centering non-dominant narratives in the law. Counter storytelling creates space for untold narratives and truths from ‘outsiders.'”

Stephanie Der (LMU Loyola Law School-Los Angeles) proposed “Rethinking the Legal Research Process in Light of Generative AI.” Stephanie will “draft proposed guidelines on how to shift the way we teach the legal research process to optimize the benefits of AI while alerting students to its limitations” and “support these guidelines with research exercises aimed at helping students to understand when and how to use Lexis AI and Westlaw AI.”

Julie Lake (Georgetown University Law Center) and Heather Weger (Georgetown University Law Center) proposed “An Innovative Approach to Strengthen Multilingual Student Voices and Autonomy in Legal Writing Classes.” They will develop teaching materials that “empower multilingual students, arguably a marginalized sector of law school, to assess and revise their writing using an asset-based lens.”

Bryan Schwartz (University of Arizona Rogers College of Law) proposed “Advanced Lawyering Skills for the NextGen Bar & Future Criminal Practitioner” and will develop “writing projects and simulation exercises aimed at testing and reinforcing the first-year legal writing concepts as well as the foundational lawyering skills likely to be tested by the NextGen Bar Performance Tasks.”

Carolyn Williams (University of North Dakota School of Law) proposed “Team-Based Learning Study Guides and Readiness Assessment Quizzes.” Carolyn will rewrite Study Guides and Readiness Assessment Quizzes for updated material for team-based learning.

Also, the ALWD website has material from recently completed grants. ReviewVeronica Finkelstein‘s (Wilmington University School of Law) case file for an employment discrimination claim stemming from a legal associate’s encounter with bias. Or view screenshots from Stephen Horowitz (Georgetown University Law Center) and Daniel Edelson‘s (Seton Hall University School of Law) free online course for teaching legal English to non-native speakers.

Thank you,

The 2024 ALWD Teaching Grants Committee

Aliza Milner (Syracuse University College of Law) & Emily Zimmerman (Drexel University Kline School of Law), co-chairs; Rachel Goldberg (Cornell Law School); Ann Killenbeck (University of Arkansas School of Law); Megan McAlpin (University of Oregon School of Law); Jonathan Moore (University of Akron School of Law); Sarah Ricks (Rutgers Law School-Camden); Catherine Wasson (Elon University School of Law)

Law & Language: Miranda warning or warnings?

Post by Profs. Stephen Horowitz and John Dundon, Georgetown Legal English Lecturers

Despite teaching the same Two-Year LLM program Legal English course the past three years (same content, different sections), my esteemed colleague Prof. John Dundon and I just realized we differ on whether, when focusing on the line of criminal procedure cases and Miranda rights during our Legal English II course, the correct version of the phrase should generally be plural (i.e., Miranda warnings), or whether it is also acceptable for it to be singular (i.e., Miranda warning.)

I won’t say who was advocating for which side, but the argument for exclusively plural was that the Miranda v. Arizona opinion includes multiple items for which a warning must be provided, including the right to remain silent and the right to an attorney. The argument against was that the multiple items can be viewed collectively as one warning.

The only civilized way to settle this debate between two lawyer-linguists, of course, was to follow the descriptivist path of looking to the corpora.

Using the entire internet as a corpus (i.e., a Google search of the phrase “a Miranda warning”), it seems to support the use of the singular, as the phrase appears in the Wikipedia entry for Miranda Rights as well as in news articles (e.g., NPR; NYTimes), on legal info sites (e.g., Cornell Law School Legal Information Institute; usconstitution.net; NOLO.com), and on law firm sites (e.g., D’Emilia Law – “What is a Miranda Warning.”)

So do those arguing for the exclusive preference for the plural have the right to remain silent? Not without first consulting an attorney. In fact, nine of them.

If the corpus is instead the line of Miranda cases from our course, all of which were decided by the U.S. Supreme Court–the esteemed body that originated Miranda rights and its associated language–then suddenly we see an extremely strong predilection for the view that Miranda is actually comprised of several warnings, which suggests that the plural may in fact be correct. And the singular version is then just a vulgar mutation that has been adopted by the masses. (Or, stated more objectively, a variation that has been adopted in less specialized settings.)

So what’s a lawyer-linguist legal English teacher working with Miranda cases to tell their students? Our takeaway is to just share this blog post with them so they recognize that the appropriate form–single or plural–likely depends on the context and the audience.

If you’re writing a brief for the court or you’re a judge writing an opinion or perhaps a law professor writing a law journal article, then plural seems the preferred option. But if you’re writing a news article or a client email or having a cocktail party conversation, then singular is would seem to be just fine.

If you disagree with us, then you have the right to consult with an attorney-linguist. And if you cannot afford one, then we will be happy to provide you with one of course.

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.

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….

****************

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

**************************

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

css.php