Derecho Comparado

UNIVERSIDAD AUTÓNOMA DEL ESTADO DE MEXICO

FACULTAD DE DERECHO

GUIA PEDAGÓGICA:

TRADUCCIÓN DE TEXTOS JURÍDICOS EN INGLÉS

DISEÑADA POR:

LLI. JESSY HERNANDEZ ALCANTARA

LLI. MARIA DEL CARMEN TURRAL MAYA

LLI. MARIA EUGENIA MAGALY JAIMES ARREOLA

TOLUCA, MEXICO; MAYO DE 2011

CONTENTS

PRESENTATION

Nowadays it is essential that the students have the necessary tools inorder for them to stand out at a professional way and be able to deal with the problems which our society demands. Hence it is important to have an educational model which includes a second language learning where the students develop the competences and skills they require to face this competitive world. Due to this the UAEMex and its School of Law provides a learning unit that has to do withEnglish as a foreign Language. This unit is called Legal Translation Texts.

The B.A. in Law requires comprehending and translating law texts in order for them to face the business needs which the national and international law field demands. They need to be able to develop the necessary competences to integrate

Students are going to translate texts from English to Spanish therefore they mustfocus their attention on both English and Spanish legal systems as they are different. Students will not only work with language but also with culture, which is extremely important when translating. This is a very common problem student face, because sometimes they try to translate literally. If they don’t know how both legal systems work, it will be impossible for them to translate.

Thecourse consists of seven units of competence, which were designed based on legal topics. Texts should be carefully selected so that students can develop comprehension, analysis and translation skills. Moreover, students will develop reading and writing skills while analyzing and translating texts related to the law field, which will help them satisfy the academic requirements professionals of theirkind have to.

This didactic guide provides teachers with suggested strategies to be developed in each unit of competence so that students can get the most out of them. However, they should be adapted to the specific interests and characteristics of the group.

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|UNIT OF COMPETENCE I. Reading texts about Mexican and English government and translating articles about Americangovernment. |
|GENERAL PURPOSE: Understand the differences and similarities between Mexican, English and American government.|SPECIFIC PURPOSE: Translate a short text about American or English government. |
|Specific aim: | |Estimated time: |Pre-task:|Task: |Post-task: |
|Analyze the differences |Session|3h |Brainstorm about Mexican government. |Read a text about English and American government and do |Fill in a comparison chart with similarities |
|between Mexican, English and |1| | |some comprehension exercises. |and differences between the three kinds of |
|American government. | | | | |government.|
| |Session|3h |Read some information about translation. |Translate a short text about English or American |Compare translations with a partner. |
| |2 | | |government. |...