THE CHALLENGE OF LEGAL TERMINOLOGY IN TEACHING LEGAL ENGLISH TO NON-NATIVE SPEAKERS

As legal education and professional practice become increasingly international, Legal English has taken on greater importance for students and professionals whose first language is not English. One of the most persistent difficulties in teaching Legal English is specialized terminology. Legal terms are not simply technical words that can be learned through memorization. Their meanings are often shaped by particular legal systems, historical traditions, professional conventions, and contexts of use. This article explores the main difficulties non-native speakers face when learning English legal terminology and considers teaching approaches that may help address them. The study is based on a qualitative review of research in Legal English, English for Specific Purposes, legal translation, corpus linguistics, and comparative law. Four recurring challenges emerge from the literature: the lack of direct equivalents between legal systems, polysemy and context-sensitive meaning, interference from learners’ first languages and domestic legal concepts, and the gap between recognizing a legal term and being able to use it accurately in professional communication. The discussion suggests that terminology is learned more effectively when it is introduced through authentic contexts, connected to legal concepts, compared across legal systems, and recycled through reading, writing, speaking, and problem-solving activities. Corpus-informed instruction, selective use of the learners’ first language, and collaboration between language teachers and legal specialists can also strengthen the learning process. The article argues that Legal English terminology teaching should move beyond vocabulary memorization and aim instead at developing legal, conceptual, and communicative competence.