Evolución léxico-terminológica de las enfermedades raras: revisión de los diccionarios de la real academia española

Rodrigo, Susana Ridao; Muñoz, Francisco J. Rodríguez

doi:10.1590/1981-5794-1604-5

Cited by 3 publications

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“…De nombreux travaux s'intéressent au lexique commun dans les dictionnaires scienti ques et techniques : Josselin (2005), Phal (1969), Cordero Monge (2009, Rodríguez Adrados (1997), Boulanger et L'Home (1991, Courbières et Fraysse (2009). De même, il existe un nombre important de travaux consacrés à la présence des termes de spécialité dans les dictionnaires généraux : Eluerd (1999), Rouleau (2003), Ridao Rodrigo et al (2016, Terral (2004), Tetet (1994); cependant, ces travaux font référence, dans la plupart des cas, à des termes de domaines tels que l'informatique, la médecine ou le droit. Ainsi, il existe, à notre connaissance, un manque important de travaux concernant la présence du vocabulaire propre au domaine du bâtiment et de l'architecture dans les dictionnaires généraux de la langue française.…”

Section: Introductionunclassified

Le vocabulaire de l’architecture dans le Dictionnaire de l’Académie française (1762) : après les traces de Nicot

Díaz

Trujillo-González

2020

Estud. Rom.

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Studies on the lexicographical treatment of technical architectural terms in general language dictionaries are scarce. Our article shows how architectural technical terms were treated by the French Academy in the fourth edition of its dictionary (1762) through the study of a series of specific terms related to architecture and building. Jean Nicot's Thresor de la langue françoyse, tant ancienne que moderne (1606) is considered to be one of the first dictionaries to have identified a large number of architectural terms. In this work, we trace the presence or absence of these terms in the Dictionary of the French Academy (1762) and study whether they have become part of the common language or whether they continue to be regarded as specialized terms. Les études sur le traitement lexicographique des termes techniques d'architecture dans les dictionnaires de langue générale sont rares. Notre article montre comment les termes techniques concernant l’architecture ont été traités par l'Académie française dans la quatrième édition de son dictionnaire (1762) à travers l'étude d'une série de termes spécifiques liés à l'architecture et au bâtiment. Le Thresor de la langue françoyse, tant ancienne que moderne de Jean Nicot (1606) est considéré comme l'un des premiers dictionnaires à avoir identifié un grand nombre de termes architecturaux. Dans cet ouvrage, nous retraçons la présence ou l'absence de ces termes dans le Dictionnaire de l'Académie française (1762) et étudions s'ils sont devenus partie intégrante de la langue commune ou s'ils continuent à être considérés comme des termes spécialisés.

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Section: Introductionunclassified

Le vocabulaire de l’architecture dans le Dictionnaire de l’Académie française (1762) : après les traces de Nicot

Díaz

Trujillo-González

2020

Estud. Rom.

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An Inclusive Response to Students with Rare Diseases from a Community Perspective: The Importance of the Active Role of Associations

Gaintza¹,

Darretxe²

2022

Research for Inclusive Quality Education

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Educational inclusion of students with rare diseases: Schooling students with spina bifida

Gaintza

Ozerinjauregi

Barandica

2018

Brit J Learn Disabil

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Accessible Summary We talked to students with spina bifida and their families about how to improve their schooling. We identified five areas for improvement: accessibility, times of transition, personal attitude, educational response and coordinated work. They told us that coordinated work between professionals is essential to facilitate their schooling. Abstract BackgroundMore and more voices have pointed out the need to improve the quality of life of people with rare diseases. Given the diversity of this group, we wanted to focus on the educational context for students with spina bifida (SB). The purpose was to analyse these people's experiences in the school context with the aim of fostering good practices resulting in higher quality education. MethodologyIt was conducted based on the qualitative methodology of focus groups to give a voice to students with SB and their families. ResultsWe identified five areas for improvement: accessibility, times of transition, personal attitude, educational response and coordinated work. ConclusionsThe main conclusion was that the responsibility for educational needs lies not only with the teacher or the school. It is necessary to work together, not only on the part of professionals in the educational context, but also between professionals from different contexts (educational, medical and social) and between school and families.

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Evolución léxico-terminológica de las enfermedades raras: revisión de los diccionarios de la real academia española

Cited by 3 publications

References 1 publication

Le vocabulaire de l’architecture dans le Dictionnaire de l’Académie française (1762) : après les traces de Nicot

Le vocabulaire de l’architecture dans le Dictionnaire de l’Académie française (1762) : après les traces de Nicot

An Inclusive Response to Students with Rare Diseases from a Community Perspective: The Importance of the Active Role of Associations

Educational inclusion of students with rare diseases: Schooling students with spina bifida

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