Terminology in Language Teaching Training Courses: A Didactic Proposal

Abstract

The globalization and internationalization of the economy, from the 1980s, have increased the demand for language teaching for specific purposes, geared, especially, to the professional field. Later, because of exchange programs between university students from different countries, foreign languages learning to work in school/university context became also indispensable. Spanish language is among the sought idioms to meet the linguistic needs of students entered in both the labour market and in the school/university environment. The objective of this paper is to propose activities to work with the Spanish language, as a specialized language for academic purposes. The target people are Spanish teachers in initial formation (Spanish as a Foreign Language – S/FL). For this, we are supported by the Communicative Theory of Terminology (CTT) (CABRÉ 1999) and the theoretical principles of teaching and learning of Spanish as a specialized language (ENTERRÍA SÁNCHEZ 2009). The activities include the four language skills, in order to lead the student to act competently in the Spanish language in an academic context, and to recognize and use terminology units of the S/FL teachers training. Also, the activities lead the student to understand and to produce in the foreign language through discursive genres of academic sphere.