Evolution processes acceleration, characteristic for modern development, and complicacy of territorial-economic systems structure and ways of their elements collaboration result in additional prerequisites for genesis of economic-legal imbalances, i.e. disequilibrium states, gaining systematic and long-term character. Imbalance of socio-economic system of Russia agrarian regions reached such scales that it becomes an essential factor of security violation. Transformation processes taking place in Russia agrarian regions in recent decades demanded new approaches to regional development, in particular, applying of neoendogenous models combining endogenous resources and exogenous factors. The article describes basic characteristics of a rural territories sustainable development regional model based on three components: employment of territory endogenous potential, development of social capital and neoendogenous units (local self-government). Special attention is paid to clearing imbalances in economic-legal framework of agrarian regions on the basis of indicative planning application.
Abstract. Legal English (LE) has evolved as a distinct, highly demanded part of ESP in the recent years of globalisation. Many specialised textbooks have been published lately, but the professional communication aspect lacks sufficient coverage. This article presents a project, which is a teaching manual entitled Legal English through Movies, that has grown from the author's experience using video in the LE classroom. A general methodology of using authentic video in language teaching is briefly covered to explain why and how feature films were initially used by the author. The idea of using movies for developing law students' professional communicative competence has shifted the emphasis from pure language training to forming professional communication skills. The applied method takes into consideration both linguistic and extra-linguistic factors of professional communication. Special attention is paid to language patterns typical of different communicative situations within various areas of legal practice along with peculiarities of cross-cultural communication. Not covering all spheres of LE teaching the results enhance education kits for such course topics as Criminal Law, Tort Law, and Civil Procedure as well as provide training materials for mastering professional skills in typical communicative situations (lawyer -client, lawyer -lawyer, etc.). The approach introduced here can be expanded to different ESP fields as well. Keywords: Legal English, authentic video, professional communication, language patternSignificant changes have taken place in the Legal English (LE) field in the past fifteen years. Legal terminology has always been in the focus of interested linguists with all the difficulties of translation and interpretation caused by differences in cultures (Sierocka, 2014) and legal systems; and it is not only the difference between Anglo-American and Roman legal families that creates difficulties in translating specific concepts characteristic to the particular family, but variations inside the families as well (Khizhnyak, 2014). In the 1990s a few LE textbooks published in Russia were focused on studying terms of art and devoted little attention to professional
Summary. The EU consistent policy on languages promotes new language teaching methods and encourages pedagogical experiments at all levels of education, Content and Language Integrated Learning (CLIL) being one of language education innovations. Over the past twenty years CLIL proved to be an effective method in foreign language acquisition and there is considerable evidence of successful CLIL implementation in secondary schools in many European countries. Speaking about foreign languages in higher education, it is necessary to note that abbreviation EMI -English as a Medium of Instruction -is mentioned much more often than CLIL. One of the reasons for lower CLIL implementation at a tertiary level is the complexity of subject contents taught at universities. Furthermore, if a student's major is law, the issue becomes more challenging because of the differences in common law and civil law systems. However, one of lawyer's professional competences directly connected with language learning is a communicative competence. Such spheres of lawyer's activity as client counseling, negotiation, and mediation rely heavily on listening, paraphrasing, reframing, summarising, and skills of question formation regardless of what legal system a lawyer belongs to. These so-called soft skills can be developed within a foreign language course but it seems more rational to master them through a professional medium. Therefore, law teachers should be engaged in designing a substantive part of course materials, while language teachers are to be in charge of communicative competence development. The present study aims at analyzing the practice and experience in designing and implementing an original optional course "Client Consultation in English". This course can serve as an illustration of a CLIL Legal English course and its structure can be used as an example to follow while designing similar courses.Keywords: CLIL, Legal English, professional communicative competence, university education. IntroductionThe foundation of the EU set forward a number of issues necessary to be solved in order to create a community of citizens with equal opportunities. Education and language education in particular has been one of the spheres of unification."An ambitious goal" of "his/her mother tongue plus at least two other languages" was established (Communication, 2003, p. 4) An important fact about CLIL is that it combines both language and subject teaching. Students do not just study an FL, but use it to study subjectrelated authentic content. So teachers, practicing CLIL, rely not only on language teaching methods, but also apply didactic instruments used in subject instruction such as analysis of tables, diagrams, maps and/or studying authentic sources (Wolff, 2002).In fact, it is more correct to call CLIL not a teaching method but a general approach to instruction which provides effective FL learning. In his attempt to define CLIL, Phill Ball (2017) makes reference to the opinions of different scholars on the matter and underlines such vital...
The paper deals with a practical approach to developing of law stu- dents’ communicative and professional competences within a one-term, optional, cross-curricular course. The author, whose principal occupation is teaching Le- gal English, was offered the opportunity to train a team of law students to take part in the national rounds of the International Client Consultation Com- petition. Since then, the author has been involved in coaching teams for law students’ competitions and the author’s three year work has resulted in framing an experimental cross-curricular course “Client Consultation in English”. The background and necessity for the development of the course are outlined in the paper, along with a brief overview of teaching legal skills in Russia and general information about international competitions for law students. The basic ele- ments of the course are described, as well as the methods used by the author for training students’ teams. A similar framework is being used now for creating another cross-curricular course “Legal Negotiations in English”.
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