Advanced Legal English 2018-2019
Advanced Legal English 2018-2019
Advanced Legal English 2018-2019
Course programme
The first part of the course addresses the essential points members from civil law countries need to understand in
approaching the study of Legal English as a Legal Language and as part of the Common law tradition: (i) A sketch of the
principal threads of English legal history ; (ii)The legacy of English legal history: (iii) The doctrine of binding precedent ; (iv)
The common lawyers attitude towards law: procedural thinking and procedural language; (v) The role of legislation and the
style of law-making; (vi) The interpretation of statutes.
The second part of the course is intended to help students to read, understand and use English in a range of situations
typical of legal practice, with a focus on specific topics such as (i) Contract law; (ii) Company law, (iii) Employment law, (iv)
Real property law, (v) Intellectual property law, (vi) Transnational commercial law, (vii) Conflict of laws in private
international law.
Reference texts
For students who regularly attend the course (i.e., four absences maximum) :
- Lectures notes, slides from the class presentations, readings provided during the course and available online
- Amy Krois-Lindner, Translegal, Jeremy Day, International Legal English, Second Edition, Cambridge University Press,
2011 (only the chapters corresponding to the course programme must be studied)
- Amy Krois-Lindner, Translegal, Jeremy Day, International Legal English, Second Edition, Cambridge University Press,
2011
Legal English as a Legal Language
• At first Royal Courts were only able to judge certain cases falling
clearly within the King’s competence
• Formally, litigants did not have the right to go to the royal
courts: they needed a kind of a “ticket” (royal order) to enter
their case
• Writs: royal orders which would be obtained from the Chancery
section of the Curia regis → specific remedy for a specific wrong
• XIII th century: « Register of Writs » and its wide circulation
among practising lawyers
• Gradual consolidation of the forms of action that defined how
the claimant should present an action in each case-type
The system of writs:
new forms of legal education
• legal education became to be the monopoly
of the Inns of Court (not of the Universities),
four of which still exist today
• lawyers began indexing and classifying the
cases where a writ can could be issued
(procedural thinking)
The defects of the common law system and the
birth of Equity
• Common law rules: strict rules of law whose application could
sometime operate harshly (eg. lack of non-monetary remedies)
• One possibility was to petition the king directly since he
remained the source of all justice (eg I could order a party to do
something or not to do something)
• From the 14th century onwards the king would pass these petitions
to his Lord Chancellor (“the keeper of the king’s conscience)
• From the Lord Chancellor to the birth of a royal court dispensing
justice in the name of the king in order to achieve a just outcome:
the Court of Chancery
• Equity: set of legal principles based on many sources (such as Roman
law and natural law)
• 17th century: struggle for power between courts of Westminster
(Lord Chief Justice Coke) and the Court of Chancery (Lord Chancellor
Lord Ellesmere), which eventually ended in a compromise
guaranteeing both courts their proper field of competence
The Judicature Acts 1873-1875:
the reorganization of the court system
COURT OF APPEAL
COURT
OF
APPEAL
• Reliance on judicial precedents (civil law systems) vs binding force of the precedent
(common law systems)
Civil law systems: the judgments play an actual, but unacknowledged role in the decision-making process the judge is
typically a civil servant, offering an authoritative rule whose ultimate source is the legislator
Common law system: the judgments play an actual and acknowledged role in the decision-making process the judge is
typically an advocate, attempting to convince lawyers and scholars that its decision is right in law for it is supported by
previous statements in similar cases
• Style of judgments and precedent-based legal reasoning: judicial decisions are openly
accorded the status of a source of law
“the familiar common law doctrine of stare decisis - i.e. the power and obligation of courts to base decisions on prior
decisions- is obviously inconsistent with the separation of powers as formulated in civil law countries, and is therefore
rejected by the civil law tradition. Judicial decisions are not law. […] [T]he function of the judge within that tradition is to
interpret and to apply "the law" as it is technically defined in his jurisdiction” (J.H. Merryman)
• Legal reasoning as monopoly of the Inns of the Court throughout the whole
Middle Age and until XIX century
• Absence of a long historical tradition of professorial doctrine: leading lawyers
have never been professors or officials but always legal practitioners and judges
• Tradition of “reasoning from case to case”
Legal teaching of this kind naturally led to a rather formalistic treatment of law, dominated
by precedent and analogy . . .Legal practitioners did not aim . . . to produce reasoned
structures but rather lists of contracts and actions which would be useful in practice because
they suited the typical and recurrent particular needs of litigants. […]
They were not general concepts, which are formed by means of abstraction from the
particular and by the logical processes of generalization and subsumption, and then applied
syllogistically in the form of norms. When legal practice and teaching are purely empirical,
legal thinking always moves from the particular to the particular and never tries to rise
from the particular case to the general principles from which the decision in the particular
case can then be deduced. (M. Weber, 1956)
The remedies model of legal reasoning: The Judicature Act abolished forms of action.
It did not affect neither causes of action nor legal mentality
“I propose to begin by speaking briefly of the Forms of Action, with especial relation to those which protected the possession and
ownership of land. It may---I am well aware of it---be objected that procedure is not a good theme for academic discussion.
Substantive law should come first--adjective law, procedural law, afterwards. The former may perhaps be studied in a
university, the latter must be studied in chambers. As to obsolete procedure, a knowledge of it can be profitable to no man, least
of all to a beginner. With this opinion I cannot agree. […] Let us remember one of Maine's most striking phrases, "So great is the
ascendancy of the Law of Actions in the infancy of Courts of Justice, that substantive law has at first the look of being gradually
secreted in the interstices of procedure." [Maine, Early Law and Custom, p. 389]. […] The system of Forms of Action or the
Writ System is the most important characteristic of English medieval law, and it was not abolished until its piecemeal
destruction in the nineteenth century.
What was a form of action? Already owing to modern reforms it is impossible to assume that every law student must have heard
or read or discovered for himself an answer to that question, but it is still one which must be answered if he is to have more than
a very superficial knowledge of our law as it stands even at the present day. The forms of action we have buried, but they still
rule us from their graves” (F.W. Maitland, 1909)
The common lawyers attitude towards law: procedural
thinking and procedural language
- Senior Courts Act 1981, s 49: whenever conflict still existed between the rules of the two
systems, the rules of equity are to prevail in favor of those of common law.
(iii) The role of legislation
and the style of law-making
• The influence of Roman Law on Common Law has never been more than
peripherical (Equity, mercantile law, maritime law)
• However, these statutes did not represent any legal breakthrough in the history
of English law
• The differences between statute law ad common law (that is, judge made law)
in terms of the lawmaking authority can also be assessed by looking at the style
of legislation
• Typically English statutes consist of an exceptionally large amount of detail, at
the risk to be pedantic.
Art. 3 Meaning of “defect” under the British Consumer Protection Act 1987:
[…] In determining for the purposes of subsection (1) above what persons generally are entitled to
expect in relation to a product all the circumstances shall be taken into account, including
(a) the manner in which, and purposes for which, the product has been marketed, its get-up, the use of
any mark in relation to the product and any instructions for, or warnings with respect to, doing or
refraining from doing anything with or in relation to the product […]
(iii) The role of legislation
and the style of law-making