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The current didactic language has diversified in the last 20 years, the innovations being due to socio-political transformations, substantial changes in study programs, new notions specific to formative training. The impact of the new visions generated a paradigm shift in pedagogy, also visible at the terminological level. The didactic language took over a series of borrowings, which give it a modern character, but which often present semantic and phonetic difficulties. Specialized languages, with the passage of time, crystallize, specialists make a rigorous selection of the terms necessary for their work, and borrowings are adapted or translated. The terminology of education sciences is permeable to borrowing; at the same time, it is distinguished by polysemy, synonymy, antonymy, hyperonymy relationships. The diversity of terms, generated by translations, is a characteristic of the current pedagogical language.
Inga Druţă (Mon,) studied this question.
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