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Aplicaremos el enfoque \"orientado a la acción\" del MCERL (2002), basado en \"tareas\" que implican a su vez un género. Concebiremos tareas propias de las asignaturas de disciplinas no lingüísticas (DNL) en las secciones bilingües de francés de secundaria, para una mejor concepción de materiales didácticos para la enseñanza del francés para objetivos específicos (FOE). Analizaremos con detalle el género en términos de funciones y nociones, y mostramos que las funciones comunicativas y las nociones nos permiten delimitar la gramática y el vocabulario propios de la tarea. Este recorrido de los niveles pragmáticos a los lingüísticos es una herramienta útil para el profesorado.

We will apply the task-based approach (Consejo de Europa: 2002) to the design of learning materials aimed for the bilingual instruction in CLIL subjects taught in French language in Spain (secondary education). Through an examination of the notion of “task” within a pragmatic paradigm, the direct connexion between task and discourse genres, functions and notions is determined. We show how functions determine grammar and how notions determine the vocabulary to be used and, finally, we will show the convenience of implementing this approach for teachers.

The dominance of English as the world language of publication has had a decisive impact on the dissemination of information and innovation across cultures, with a resulting tendency to a standardization of scientific conceptualization. This dominance does not only impact scientific and academic discourse, but also the whole range of professional and technical texts representative of various specialized discourses. This paper advocates engaging in the practice of dynamic translation to keep non-English specialized languages alive. Advanced students’ analysis of translation projects yields revealing examples of conflicting views of the world, between English and French, in emerging and controversial fields such as “shadow banking” or “human branding”. The students’ evaluation of alternative solutions to problems of equivalence highlights the cultural gaps which exist within global fields of knowledge and can be interpreted in terms of the intercultural and interlinguistic transfer of specialized metaphor. It is shown that the practice and analysis of translation provide an appropriate approach for a better understanding of languages for specific purposes (LSP) and the development of awareness of domain loss and epistemicide.

Although literacy achievement has improved in Chile, adolescents' under-performance in reading comprehension is still a serious concern. In English, core academic-language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high-utility language skills that support reading comprehension across school content areas. Guided by an operational definition of Spanish CALS (S-CALS), three goals drove this study: to develop two psychometrically reliable tests, the S-CALS Instrument and the Spanish Academic Vocabulary (S-AVoc) Test; to explore the dimensionality of core academic-language proficiencies, as measured by these two tests; and to examine the contribution of core academic-language proficiencies to reading comprehension. A cross-sectional sample of 810 Chilean students (grades 4-8) participated in four assessments that measured standardized reading comprehension, word-reading fluency, Spanish academic vocabulary, and S-CALS. Using classical test theory and item response theory analyses, results yielded robust reliability evidence for both instruments. Consistent with prior research, S-CALS and academic vocabulary scores displayed upward trends in higher grades yet considerable within-grade variability. Confirmatory factor analysis revealed that S-CALS and S-AVoc were best conceptualized as part of a higher order construct, the Spanish core academic-language and vocabulary skills (S-CALVS). The aggregated S-CALVS scores predicted reading comprehension, beyond the contribution of grade, school factors, and word-reading fluency. This study advances our scientific understanding of CALS as relevant for adolescent literacy beyond the English language. The high-utility school-relevant language and vocabulary skills offer promising tools to inform and evaluate innovative reading comprehension interventions for Spanish-speaking adolescents.

The aim of the present study is to discuss, both theoretically and practically, based on my experience as a professor at the MA in The Theory and Practice of Translation, the opportunity and the necessity of an operational model in the didactic approach to specialized translation, as part of the specialized language teaching framework in a multilingual environment. Such an approach has to be based on a complex and integrative pedagogy, which can accommodate the numerous challenges encountered in the training process of translators, who are increasingly expected to master knowledge and different means of expression related to the specialized knowledge of other areas of activity, particularly law. Taking this into consideration, I aim to demonstrate the advantages of such an integrative approach through a four-stage teaching-learning process on legal discourse, namely teaching-learning legal discourse and its characteristics, analyzing legal texts, translating and preparing professional legal texts. In order to illustrate this approach, I outline the most important aspects of these four didactic stages, while focusing on the strategies related to the specificity of legal discourse and the theoretical challenges arising from current research in the field. Moreover, my study brings to the fore the main challenges of teaching specialized languages and specialized discourse analysis, but also of writing legal texts and other specialized professional papers.

Within the framework of a didactic proposal, this article proposes to present a preliminary step to the specialized translation French-Greek. It will attempt to highlight the benefits of autonomous learning through the consultation of a corpus of specialized parallel texts established by the EU institutions. The use of concordancers will provide solutions to students wishing to study the variability of terminology and specialized vocabulary at monolingual and bilingual levels.

Far from being restricted to exchanges between experts, specialised knowledge is mediated to audiences with different levels of specialization, from scientific reviews to newspaper articles. This diversity constitutes an often-overlooked challenge for translators. As a matter of fact, while documentation and terminology are always crucial, translation decisions are based on communicative parameters as well as cognitive and linguistic criteria. Although it is self-evident that linguistic choices are determined by the proficiency level of the readership, few authors have attempted to specify what those choices are and how the correlation operates, most notably in popularization discourse, and none of them has considered potential differences between languages and cultural settings. The focus of the paper is a bilingual (French and Spanish) corpus study carried out on newspaper articles dealing with stem cell research and cloning published in four different geographic regions (France, Quebec, Spain, Argentina). An original methodology was implemented for data collection and analysis. The number and nature of expressions used to convey each concept were then analyzed. Discursive strategies widely assumed to be a hallmark of popularization, like definitions and explanations, were also taken into account. Indices of metaphorical conceptualization and the underlying modes of conceptualization were identified. This study provides concrete data to a debate that remains largely theoretical, and supports the conception of specialized communication as a continuum. The results go against well-established ideas about popularized texts, specially regarding the trademark status of “didactic features.” It seems imperative to acknowledge the heterogeneity of popularization and to consider the role of textual genre constraints in the way specialized knowledge is introduced. Furthermore, the data obtained seems to substantiate the recent questioning of the canonical view of popularization as a mere translation.

V Sloveniji se je z vstopom v Evropsko unijo pojavila potreba po dvojezičnih in večjezičnih leksikalnih in terminoloških virih, med drugim tudi za francosko-slovenski jezikovni par. Prispevek opisuje pristop k izdelavi francosko-slovenskega terminološkega in frazeološkega spletnega slovarja ARTES. Pojasnjeni bodo zasnova in zgradba slovarja ter pedagoški pristop k oblikovanju slovarja. Z uporabo vnesenih podatkovnih nizov bodo predstavljeni pridobljeni terminološki rezultati s področja krasoslovja ter oblikoskladenjske razlike med generičnimi kolokacijami.

La traduction des termes complexes pose souvent des problèmes sur différents plans. D’une part, dans le texte source, ils doivent être bien identifiés et compris, puis correctement traduits. Cependant, la solution à ces problèmes ne se trouve pas toujours dans les ressources terminologiques telles que les dictionnaires ou les bases de données, de sorte que le traducteur doit recourir à d’autres outils riches en informations, comme les corpus. Pour en tirer le meilleur parti, il faut connaître les différentes méthodes d’exploitation des corpus offertes par les systèmes d’analyse actuels. Cependant, ces dernières sont souvent inconnues, ce qui génère une réticence de la part des traducteurs à utiliser des corpus (Bowker 2004 ; Gallego-Hernández 2015 ; Loock 2016). Dans cet article, nous développons un protocole pour faciliter la compréhension et la traduction des termes complexes à l’aide de corpus parallèles et comparables. Nous illustrons la procédure avec des termes complexes de l’anglais, que nous traduisons en français et en espagnol.

Mettant en évidence l'utilité des corpus électroniques pour la traduction, cet article examine la question de la construction et de l'emploi des corpus pour la traduction spécialisée, en proposant un parcours didactique centré sur la recherche terminologique et adressé a des étudiants italophones en traduction. Le parcours est illustré en exploitant un corpus (FR - IT) du domaine de l'urbanisme et de l'aménagement du territoire.