Propuesta didáctica para la adquisición del conocimiento experto y la terminología especializada en el ámbito biosanitario mediante infografías

Resumen

The acquisition of expert knowledge, understood as the interpretation of reality in a professional context and specific situation, is not static, but modifies according to the opinion of each community and depends on cultural, ideological, social, pragmatic or functional factors (Cabré and Gómez de Enterría, 2006; Barceló Martínez and Jiménez Gutiérrez, 2011). In the case of science field, this is intensified when the reality is represented, conceptualized and structured through a specialised language, that is, the set of linguistic resources used by a group of experts who create discourses adapted to their professional training and knowledge of the issue in question (Cabré and Estopà, 1997). Keeping all this in mind, we consider that the ideal method to address, in an interactive and autonomous way, the expert knowledge and terminology within medical field should be through infographics by students. Indeed, there are studies that demonstrate their didactic potential in the university classroom (Medina Domínguez, Robles Carrascosa and Chavarrías Bustos, 2011; González Jiménez and Ramírez Almansa, 2021). Therefore, we suggest a didactic proposal, within the subject “General Translation of Language B (English)” of the Degree on Translation and Interpretation at the University of Cordoba (Spain) that is taught during the second year, where the teaching-learning process is progressive and students are taught the medical lexicon at different levels of specialization: from informative materials where the language is adapted to the socio-cultural need of lay user to more technical or abstract issues whose expert-expert communication is through scientific manual or articles. With this new model of gradual teaching, students will make a linguistic-thematic analysis of several infographics in English and afterwards translate them into Spanish, maintaining the original format and meaning through desterminologization processes (Campos Andrés, 2013). Thanks to this, they will not only develop digital competencies with the use of ICT tools, but they will also become familiar with medical phraseology through infographics, a multimodal format that combines verbal and visual languages whose applications contribute to their training as future linguistic mediators.