Teaching Legal Translation

Teaching Legal Translation
1
Teaching Legal Translation: Main topics 1
n
n
n
n
n
n
n
n
n
Role of translation theories
Identifying translation problems, finding solutions
Translation brief
Culture in translation studies, language and culture in
cooperation, tackling cultural barries
Teaching students, ways and means, text analysis
Terminology training, lexicalization
Translation/interpreting and the classroom
Teaching and technology: tools, new media, distance
teaching, CAT
Bilingual / bicultural education
2
Teaching Legal Translation: Main topics 2
n
n
n
n
n
n
n
n
Translation analysis
Legal text and its linguistic features
Legal terminology
Terminological / lexical consistency
Legal vocabulary (semi-technical and EGP
words)
Translation difficulties and problems
Multi-word lexical units
Semantic fields and lexical sets
3
Teaching Legal Translation: Main topics 3
n
n
n
n
n
n
n
n
n
n
False cognates, calques
Literal vs free translations
SLT or TLT oriented text
Translation procedures and techniques: transposition,
modulation, modification
Syntax of legal texts
Theme-rheme
Textual coherence,
Text connectors, cohesion
Professional translator or legal experts (Lavoie 2003, Meta)
Nonsense renditions (literal TR, loan TR in legal TR)
4
Legal translation?
Conceptual vs textual nature of legal text:
n Conceptual/language (Šarčević 2001)
n LTR derives from legal texts, an partly from
terminology and language (R. Mayoral 2000)
n
n
n
Conceptual/language distinctions do not necessarily apply to
other levels, e.g. documents or texts (legislative, contracts,
treaties, curts, commercial)
The problem arises when scholars of legal LTR choose only
one of them as prototype (not applicable to the other cases
(Mayoral 2007)
Mayoral: the notion of LTR – mor a hindrance than a help
for communication and understanding among practitioners
and scholars
5
Globalisation and necessity for LTR?
n
n
n
n
n
n
n
English – lingua franca
TR necessary most of the time for judges &
personal investors
Multilingual documents (EU certificates and
docs
Legalese is fading out - democracy
BUT: eurojargon, eurolect, EuroSpeak, etc.
ELP (English for legal purposes): necesity for
teaching LTR
LTR is beneficial for any kind of translation
6
Features of a LTR course
n
n
n
n
n
n
n
n
Knowledge of both legal systems and concepts should be a prerequisite. If
lacking, it should be provided within the course.
Knowledge of archaic and formal varieties of the original language is a must.
Many of our current students lack it.
Work with defective language and the possible influence of foreign languages
upon the original text should be included.
Practical work in the course should be based on real documents.
Assessment of the quality of the work should be based on professional criteria
and not on linguistic-philological criteria.
Typology of documents should be a central element of the content of the
course.
Self-confidence of the translator within a legal environment should be built up.
The student should be familiar with the legal world and its agents.
Students should be given the resources for finding new specialised information.
7
Should legal translation be taught
alongside other areas of specialism?
n
n
n
n
n
n
It depends on the kind of course we are thinking about.
Training of specialised translators can be achieved in different
ways (undergraduate vs. postgraduate studies) and the
students can have different backgrounds (a legal background or
others)
translation of literary texts a very useful element in the training
of any kind of translator.
Also, training in legal translation is beneficial for any kind of
translator
Currently, most professional translators are compelled to
translate any kind of texts to make a living and
very few of them can indulge in specialising in legal translation
exclusively.
Interview with R. Mayoral
8
Who should translate legal texts?
n
Lavoie, J. (2003) ‘Faut-il être juriste ou traducteur
pour traduire le droit ?’ Meta, Traduction et
enseignement, Volume 48, numéro 3,
www.erudit.org/revue/meta/2003/v48/n3/007599ar.html
n
Northcott, J. & Brown, G. (2006) ‘Legal translator
training: Partnership between teachers of English for
legal purposes and legal specialists’, English for
Specific Purposes 25: 358-375
9
What kind of education/training for legal
translators? (J. Lavoie 2003)
n
Faut-il être juriste ou traducteur pour
traduire le droit ?
n
n
Bien sûr que non
Alors pourquoi les traducteurs et les
traductrices qui traduisent des textes à
teneur juridique devraient-ils sinon
avoir une double formation
(traduction et droit),
10
Jean-Claude Gémar (1988) – being a lawyer is
insufficient to translate legal texts
n
[U]n juriste est la personne tout indiquée pour traduire des
textes juridiques est universellement répandue.
n
n
Nous prétendons, quant à nous, qu’un juriste qui ne serait pas
formé à la traduction, à ses méthodes, à ses contraintes n’est pas
plus qualifié pour traduire qu’une secrétaire d’entreprise, un
comptable, un architecte, un médecin ou un plombier.
Or, particulièrement au Canada, l’on considère qu’un avocat
(ou une personne détenant un diplôme de droit), dans la
mesure où il possède quelques rudiments de langue seconde ou
troisième, est habilité ex officio à traduire des textes de
nature juridique.
11
Roberts (1987)
n
n
n
« Despite the prevailing belief that translators
have problems grasping complicated legal
concepts,
translation graduates in the programme have
done exceedingly well in the basic law
courses offered to them by the Faculty of
Law. […]
Over half of the law graduates who apply for
admission fail the entrance exam because of
inadequate language skills » (1987 : 9).
12
Role of TR training in EU integration
n
Acquis communautaire – TR of a body of ‘operative’
EU legislative texts into national languages
n
n
n
n
n
(legal) translators (with & without legal qualifications)
professionals from different fields with or without
translation qualifications (Šarčević 2001:22)
interdisciplinary specialists + lawyer linguists
80,000 pages of legislation and non-leg texts (TAIEX, EC
Technical Assistance and Info Exchange –
http://taiex.cec.eu.int)
Translation centres in accession countries:
n
n
n
Linguistic & legal revision of texts, building databases of terms
Legal reviser for each country
Most work carried out by linguists only
13
ESP-based approach to legal translator
training
1. Interdisciplinary cooperation between law
lecturers, ELP teachers & legal
translators:
n
n
n
n
n
ELP teacher
Literature (ELP teachers & subject specialists)
Background, contents & course design
Research methodology, data extraction, videoed
sessions
Goal: resolve difficulties in understanding legal
terminology
14
2. Cooperation between ELP teachers &
subject specialists:
TYPES OF ESP/LAW TEACHER LIAISON:
n
Cooperation: ESP teacher consults subject-specialis informant
n
Collaboration: language teacher and subject-specialis work outside
the classroom to devise materials
n
team teaching: both teacher work together in the same classroom
DIFFICULTY: Legal English – a field presenting particular difficulties fro the
ESP teacher because of the close interplay od content and language
(Gibbons 1999, Tiersma 1999)
APPROACH: genre-based approach- increasingly effective in teaching legal
writing to L2 students (Bhatia 1993)
LITERATURE: most literature relates to studying law withing common law
jurisdictions
PROBLEM: coperation in teaching TR training adapted to the needs of
translators from civil law jurisdictions
15
3. Legal translation & terminological
problems
n
n
ESP teachers recognise the importance
of the contribution of legal professionals
in learning the language of the law
Lesser recognition by legal specialists of
the need for language input or
assitance from language professionals!
16
Status of legal TR
1.
2.
3.
legal language is simply one instance of
speialist language – and amenable to TR
procedures for all specialised discourse
(Harvey 2002)
‘Legal TR creates such unique problems that
only trained TLRs are fully competent to
engage in the TR process’ (Šarčević 1997)
Both operate at the language and law
interface – interdisciplinary coperation is
essential
17
Legal terms via legal concepts:
n
n
n
n
n
Most TLRs complain of their lack of understanding legal
terminology, e.g. legal concepts in former socialist countries
differ fom those of EU
Reneval of concepts and terms i national languages
EC Treaty: new terms coined for EC law concepts – ie. Options
for neutral terms (with meanings independent of any existing
law)
Legal terms denote concepts and cannot be translated
without conceptual understanding (e.g. polysemy in
consideration, lexical gaps in trust, equity, mortgage) –same
term may designate different concepts in different legal systems
(Northcott-Brown 2006)
Pitfalls of literal TR
18
Further complaints / difficulties
n
n
n
no good background in comparative law
EGP words acquiring specialised meaning in legal
settings, vague terms (in good faith, reasonable
endeavours)
TLRs may misunderstand or misinterpret the
deliberate intention t retain ambiguities in SLT
n
n
TLRs have no authority to resolve ambiguities in the SLT
Different connotations from different ideological
content (for socio-political or religious reasons), e.g.
Code in EasternEU countries
19
Functional equivalence:
n
n
If no equivalent can be found!
FUNCT. EQ: translating a concept in
SLT with a referent from the TL legal
system which performs the same
function (although not conceptually
identical) – semantic borrowing, e.g.
mortgage – hipoteka,
20
TLRs need to know how to ask the right
questions:
n
TLRs need to learn a new disciplinary approach:
n
n
n
n
think as lawyers do
develop legal competence
In addition to a working knowledge of
legal terminology, legal competence presupposes an
extensive knowledge of:
n
n
n
n
n
both the SL and TL legal system,
a thorough understanding of the structure and
operation of legal texts and legal provisions,
drafting practices
and even methods of interpretation. (Šarčević 2001:7)
21
Language and legal concepts courses:
Estonia + UK
n
n
n
Estonian Translation and Legislative Support Centre (translators, linguistic
and legar revisers) – TR of Acquis Communautaire
The Edinburgh University Law Faculty
IALS (Institute for Applied Language Study)
Objectives of seminars and language review
sessions:
n
n
n
n
To improve conceptual knowledge of common
law systems
To develop knowledge of EC law
To mimprove knowledge of legal English
To find solutions to practical
translation/terminology questions
22
Legal language course/seminar (Estonia) Topics
1.
2.
3.
4.
Legal language discourse features
Individual lecturing style
Terminology focus
The role of the ELP teacher
23
Teaching discourse features of legal
language:
n
n
n
n
n
n
n
Simple sentence structure
Chunked legal phrases (e.g. commonality of
interests; statute of limitation)
Repetition and reformulations
Signalling language, discourse markers
Metaphor, simile
Use of citation
Language of explanation
24
Individual lecturing style
n
n
n
n
n
n
Irony
Persuasiveness
Entertainments, rhetorical style
Hyperbolae
Ways of claiming and establishing
authority
Paralinguistics (body language, tones,
pauses)
25
Terminology focus
n
Contextually focused nature of terminology
n
n
n
n
System-focused terminology (linguistic and legal systems)
Different methods of explaining terminology and concepts (stabilisers,
decoupled income support, equity, statutory law, offence; award,
judgement, sentence, ruling, decision; law of tort, probable cause,
case, lawsuit, injury, statute of limitation, bye-laws; VERBS: allow,
hold, sustain, uphopld, overrule, repeal, stay, set aside)
n
n
n
n
n
n
legal language within the context of the EC treaties
meaninglessness of decontextualised lexis
Function of changing terminology
Politically mtivated or reflecting real changes in the system?
Eurospeak, Eurojargon, Eurolect
Categorisation (lexical sets, semantic relations, etc)
Anglicisms (corporation:corporatif, incorporation, incorporer,
s’incorporer, tribunal; governance)
Calques, loan translations (statutory law, jurisdiction)
26
The role of the ELP teacher
n
n
n
n
n
To spot when there is mutual
misunderstanding
Language review as post-lecture tutorial and
aide-memoire to content to reacesss thinking
at the time about the use of new concepts
Focus on non-legal metasystems (content to
which the legal act applies)
Distinguishing lecturer’s attitude to his/her
material and features of lecturer’s idiolect
Facilitator and team developer
27
Data extracts and analysis
(3. Terminology)
Ways in which TR team reacted with law lecturers to resolve different
types of terminological problems (p. 367-373):
1.
Undertaking
2.
Exorbitant
3.
Domicile
4.
Agricultural products – categorisation (banana, citus fruit, cheese,
dairy product, beer, potatoes, timber, trees
5.
Stabilisers
6.
Decoupled income support
7.
Regulations, directives
28
Legal TR training course (Canada) Contents
0. Introduction générale : le système juridique canadien et québécois
1. Système financier canadien
1.1 Instruments financiers
1.2 Marchés
1.3 Acteurs du système
2. Législation et organismes de réglementation
2.1 Législation provinciale et fédérale sur les sociétés
2.2 Loi sur les valeurs mobilières
2.3 Commission des valeurs mobilières du Québec (CVMQ) : rôle et responsabilités
2.4 Autorités canadiennes en valeurs mobilières (ACVM)
3. Société par actions
3.1 Processus de constitution
3.2 Société ouverte et société fermée
3.3 Dirigeants et actionnaires
4. Différents types de valeur mobilière
4.1 Titres d’emprunt
4.2 Actions
4.3 Produits dérivés
4.4 Fonds communs de placement
5. Commerce des valeurs mobilières
5.1 Processus de placement
5.2 Appel public à l’épargne
5.3 Prospectus
29
Legal TR training course - exercises
1.
2.
3.
4.
5.
6.
Traduction de courts textes tirés d’ouvrages de droit généraux (John
E.C. Brierley et Roderick A. Macdonald, Quebec Civil Law. An
Introduction to Quebec Private Law, 1993 ; Gerald L. Gall, The
Canadian Legal System, 1990.)
Traduction de textes tirés d’ouvrages d’introduction au droit des
sociétés et au système financier (Anthony J. VanDuzer, The Law of
Partnerships and Corporations,1997 ; W. T. Hunter, Canadian Financial
Markets, 1988.)
Analyse comparée d’articles de la Loi canadienne sur les sociétés par
actions ; analyse comparée de textes bilingues extraits du site web des
ACVM : critiques et commentaires
Élaboration d’un lexique bilingue des titres de fonction des dirigeants
d’entreprise à partir d’un texte à traduire
Résumés d’articles de l’anglais vers le français (section finance du
Globe and Mail, par exemple)
Traduction d’un prospectus (ou d’une partie seulement) ; analyse
comparée d’un prospectus bilingue
30
Translating official documents
n
Official translations are generally documents that serve as legally valid instruments. They
include anything from certificates of birth, death or marriage through to academic
transcripts or legal contracts. This field of translation is now as important as it is fraught
with difficulties, for it is only in a few areas that the cultural differences are so acute and
the consequences of failure so palpable. In a globalizing world, our official institutions
increasingly depend on translations of official documents, but little has been done to
elaborate the skills and dilemmas involved.
n
n
Roberto Mayoral deals with the very practical problems of official translating. He points out
the failings of traditional theories in this field and the need for revised concepts such as the
virtual document, pragmatic constraints, and risk analysis. He details aspects of the social
contexts, ethical norms, translation strategies, different formats, fees, legal formulas, and
ways of solving the most frequent problems. Care is taken to address as wide a range of
cultural contexts as possible and to stress the active role of the translator.
n
n
This book is intended as a teaching text for the classroom, for self-learning, or for
professionals who want to reflect on their practice. Activities and exercises are suggested
for each chapter, and information is included on professional associations and societies
across the globe.
n
R. Mayoral 2003) Translating official documents, St.Jerome, 2003
31
Mayoral - Contents
1. Introduction
2. Professional practice
3. Social context
4. Documents
5. The Official translator as a jurilinguistic expert
6. Different ways of translating
7. Common problems and frequent solutions
8 On the translation of different documents
9. Sources of information
10. Other professional aspects
n
32
Mayoral – Contents 2
1. Introduction
2. Professional practice
2.1 Professional practice around the world
2.2 Features of official translation in different countries and regions
3. Social context
3.1
3.2
3.3
3.4
Participants
Loyalties
The translator's ideology
Across cultural distance
4. Documents
4.1 Types
4.2 Information and functions
5. The Official translator as a jurilinguistic expert
33
Mayoral – Contents 3
6. Different ways of translating
6.1 Adequacy conditions
6.2 Constraints
6.2.1 Legal norms
6.2.2 Ethical norms: Professional vs. personal
6.2.3 Traditions and customs
6.2.4 Constraints imposed by the client, the initiator or the recipient
6.3 Freedom
7. Common problems and frequent solutions
7.1 Means of expression
7.2 Format and typing conventions
7.2.1 Belonging to the original vs. belonging to the translation
7.2.2 Converting complex formats into paragraph sequences
7.2.3 Text vs. image
7.2.4 Avoiding deception
7.2.5 One source language
7.2.6 Legibility
7.2.7 Understandability
7.2.8 Originality
7.2.9 Other writing conventions
7.2.10 Translating into different formats
7.3 Validity and execution of documents
7.3.1 Signature and seal
7.3.2 Certifying authorities
7.4 Medium
34
Mayoral – Contents 4
8 On the translation of different documents
8.1 Birth, marriage and death certificates
8.2 Academic transcripts and diplomas
8.3 Agreements and undertakings
9. Sources of information
10. Other professional aspects
10.1 Fees and estimates
10.2 Professional associations
35
TR BRIEF - info on:
n
n
n
n
n
n
n
n
n
n
(intended) text function(s)
TLT addressee(s)
(prospective) time and place of text reception
medium over which the TLT will be transmitted
motive/grounds for the production or reception of TLT
referential (info on contents), appellative (expressive
elements, phatic (persuasiveness)
addressees
time and place of reception
medium:
written/spoken/www/layout/photos/diagrams/tables
reason for text production and reception
C.Nord 1991
36
TRANSLATION ANALYSIS
P. Kussmaul (1995)
n
Pragmatic analysis
n
n
n
n
n
n
n
Semantic analysis
n
n
n
n
n
Situational dimensions
Communicative functions of utterances, texts and translations
The cultural background
Pragmatics and text types
A case study
Some didactic implications
Meaning, comprehension and translation
A prototypical case
Lexical gaps – how to fill them
Teaching meaning, comprehension and translation
Text analysis and the use of dictionaries
n
n
n
n
n
n
Harmony between monolingual dictionaries and context
Problems and examples
Dictionary vs context
Unusual / unidiomatic use
Stylistic labels
Teaching the use of dictionaries
37
Legal TLR training:
Other topics
n
n
n
n
n
n
n
n
n
n
n
Understanding the legal consequences of errors in professsional translation (J.
Byrd)
Legal workshops (M. Marks: Ger-Engl)
(at) Sight translation www.acebo.com/sitintro.htm
Legal translation and tradition - Common law vs civil law
www.translationdirectory.com/article572.htm
Company law terms – incongruity www.translationdirectory.com/article1185.htm
Options to choose in agreement composition
www.translationdirectory.com/article667.htm
translating law texts is translating culture
www.translationdirectory.com/article1064.htm
drafing of laws – suggestions to teaching ways to express obligations
The term homicide in two legal systems
www.translationdirectory.com/article1052.htm
Translating auditor’s reports
Terminological equivalence and maritime law
38
References
n
n
n
n
n
n
n
n
n
n
n
n
n
Alcaraz, E. & Hughes, B. (2002) Legal Translation Explained, St.Jerome
Cosmai, D. (2003) Tradurre per l’Unione Europea. Hoepli
Gémar, J.-C. et V. Ho-Thuy (1997) : Difficultés du langage du droit au Canada, 2e édition,
Cowansville (Québec), Yvon Blais.
Gémar, J.-C. (1988) : « La traduction juridique : art ou technique d’interprétation ? », Meta,
33-2, p. 305-319.
Kussmaul, P. (1995) Training the Translator. Benjamins
Lavoie, J. (2003) ‘Faut-il être juriste ou traducteur pour traduire le droit ?’ Meta, Traduction
et enseignement, Volume 48, numéro 3, www.erudit.org/revue/meta/2003/v48/n3/007599ar.html
Mayoral,(%.A. (2003) Translating Official Documents. St.Jerome
Malmkjaer, K., ed. (1998) Translation and Language Teaching, Manchester: St.Jerome
Northcott, J. & Brown, G. (2006) ‘Legal translator training: Partnership between teachers of
English for legal purposes and legal specialists’, English for Specific Purposes 25: 358-375
Roberts, R. P. (1987) : « Legal Translator and Legal Interpreter Training in Canada »,
L’Actualité terminologique/Terminology Update, 20-6, p. 8-10
Scarpa, F. (2001) La traduzione specializzata. Hoepli
Šarčević S. (1997) New Approach to Legal Translation, Kluwer Law International, The
Hague, London, Boston, 1997
Šarčević S. ed. (2001) Legal Translation: Preparation for Accession to the European Union,
Faculty of Law, University of Rijeka, Rijeka
39