8 TheLinguistFEBRUARY/MARCHwww.iol.org.ukCIOL FEATUREBaccalaureate5is expected to have apositive effect on the take-up of languagesat GCSE. But, as has been widely discussed,fewer students are entering universitylanguage courses and language teachertraining, and this applies especially tostudents from state schools.6In highereducation, the disappearance of languagecomponents and the closure of universitylanguage centres is accelerating,7and isonly partially offset by a modest increase inlanguages taken as part of joint courses. Allof these things are the context not only inwhich the Institute operates but on which itaims to be an influence.Many linguists now operate asindependent practitioners.8In a professionaland wider environment subject to rapidtechnological and other changes, bodiessuch as the Institute are essential for theprovision of professional support.The Institute's strengths are itsapproximately 6,300 members and thegrowing number of Chartered Linguists; threeactive membership divisions,9with wide-ranging programmes of activities, includingthe e-groups TransNet and InterpNet;societies (regional within the UK andinternationally); committed volunteers withspecialist expertise in their discipline; andexperienced and loyal staff and advisers.The IoL Educational Trust provides uniqueassets as an awarding body recognised atnational level by Ofqual, offering high-qualityprofessional qualifications, and with acapacity to develop new qualificationsrapidly. Its resource base includes accreditedexaminers in more than 50 languages, andan Exam Centre network in approximately 45 countries.Key objectives Membership:to serve the professionalinterests of the Institute's members.. To provide highly-regarded and good-valuemembership services and benefits. To work with partner bodies in the CharteredLinguist scheme to promote CL status. To provide high-quality continuingprofessional development (CPD) andsupport for progression throughmembership grades. To foster a community of linguists in a widerange of disciplines, bringing memberstogether through the activities of thedivisions and societies. To expand membership in all gradesExaminations and Qualifications:to provideprofessional qualifications and standards forlanguage practitioners.. To maintain the highest professionalstandards in examining language andlanguage-transfer skills. To provide examinations that are responsiveto the needs of language professionals. To develop a wider range of assessmentservices, for specialist disciplines and fornon-specialist needs. To further the development of partnershipswith universities and other higher educationorganisations both in the UK and overseasVoice of the profession:to be an authoritativevoice promoting the learning and use oflanguages, and the status of linguists.. To work proactively with relevantorganisations to influence policies affectinglanguages in the UK. To promote the highest standards inprofessional language work, in fulfilment ofthe terms of our Charter. To extend our presence in Europe andworldwideCommunications: to be the 'first port of call'for media and public inquiry on languages.. To develop effective marketing and publicrelations. To communicate effectively with membersand the public. To continue to provide a journal that meetsmembers' requirements and attracts interestin languages among a wider readershipGovernance and corporate affairs: to implement sound business andgovernance practices.. To safeguard the assets and financial healthof the Institute. To make efficient and effective use ofresources. To ensure adherence to good governanceprinciples. To adhere to equality and diversityprinciples. To provide a supportive workingenvironment for staff. To support the work and contribution ofvolunteersIn order to realise these objectives, theInstitute is seeking to strengthen itsorganisational capacity through a stablefinancial position; more efficient systems,processes and planning; stronger marketing,communications and public relationsfunctions; and strategic collaboration withother language organisations.Notes1The Strategic Plan is available on the CIOLwebsite: www.iol.org.uk2Baroness Coussins, 'Economy: ModernLanguages Debate', Lords Hansard text: www.publications.parliament.uk/pa/ld200910/ldhansrd/text/91203-0002.htm. See also Mann, A,Brassell, M and Bevan, D, 2011, The EconomicCase for Language Learning and the Role ofEmployer Engagement, Education andEmployers Taskforce3See European Commission, 2009,'Interpretation in the EU -briefing',www.eubusiness.com/topics/Languages/interpretation-eu-guide/ 4CBI's Annual Skills Survey 2011; NationalEmployers Skills Survey 2009; the ELAN Report2006: as quoted by Richard Hardie in theThrelford Lecture, Durham, 17 September 2011 5See www.education.gov.uk/schools/teachingandlearning/qualifications/englishbac/a0075975/theenglishbaccalaureate6Connell, T, 2011, 'Reviewing Worton' in TheLinguist, 49,4, p.9; Tinsley, T, 'Inside Parliament'in The Linguist, 49,6, p.77Connell, T, 'Thoughts of HE', in The Linguist,50,4, p.108See 'Survey of language and cultural serviceproviders 2005 - key findings', October 2005,CILT, the National Centre for Languages 9 Business, Professions and Government,Interpreting and Translating divisionsIts chartered statusand authority to awardCL status give the CIOL the opportunityto lead in its field

Vol/51 No/1 2012FEBRUARY/MARCHTheLinguist9CIOL prizewinner Erik Hertogon his contributiontowards the establishment of EU-wide standards inlegal interpreting and translationIn the mid-1990s, I was invited by the FlemishCommunity government, within the context ofa bilateral agreement with South Africa, totrain the people who would be recruiting andtraining interpreters to work for the Truth andReconciliation Commission (TRC). Thesecontacts branched off into collaboration on,and research into, community (and legal)interpreting in South Africa, but it struck usthat we were doing things in SA which wehadn't even begun to develop in Belgium. During a return visit of our SA colleagues toBelgium we organised a (first!) symposium onlegal interpreting and translation at LessiusUniversity College in Antwerp, inviting knownexperts such as Ann Corsellis (CIOL). Thismarked the beginning of a long history ofcollaboration with the Institute of Linguists. Itwas also the foundation of all the ensuingEuropean Union justice projects, because thevery first one -the Aequitas project -grewout of this symposium. Early beginningsIn TL49,4, Christine Wilson gave us a detailedoverview of the long process that led to theEU Directive 2010/64/EU on the Right toInterpretation and Translation in CriminalProceedings being established on 20October 2010. But, perhaps in wanting tostress the importance of the Directive for thefuture of the provision and the profession oflegal interpreters and translators (LITs) in theEU member states, she did not do justice tothe contribution researchers and practitioners,such as herself, made in the preparatory stepsleading up to this achievement. In the 1990s, the treaties of Maastricht (1993)and Amsterdam (1999) introduced justice as amatter of common interest for the EU. Mutualrecognition of judicial decisions and closercooperation in the area of justice became theinstruments to make the EU into 'an area offreedom, security and justice' and to guaranteeall EU citizens equal access to justice. Obviously, and this was realised from thebeginning, this is impossible without therebeing effective and reliable channels ofcommunication in place across languagesand cultures -hence the need for competentLITs. So when, in 1998, the EU Commission'sDirectorate-General for Justice (DG JLS)Seven pillars of wisdomEqual access to justiceis impossible withouteffective channels ofcommunication inplace across languages JUDGEMENTThe Court of Justice in Luxembourg