Terminology and plurilingual education

Plurilingual education portal

Subject classification: this is an education resource.

Type classification: this resource is a course.

Starting activities

Starting activity 1

Think of a term or expression you encountered in a foreign language (e.g. monóxido de carbono in Spanish)

How did you learn this term? Was it through formal instruction (in classroom) or everyday life (e.g. travel, media)?
Did visual aids, context or repetition help you understand or remember it?
Did you compare it with your mother tongue (L1) or other languages you know? If so, what similarities or differences did you notice?
Was this comparison helpful for understanding or memorizing the term? Why or why not?

Starting Activity 2

Multilingual Math Glossary Hunt. Find the equivalents of mathematical terms in the languages of your class. Compare similarities and differences!

Choose a key math term (e.g., fraction, derivative, theorem, billion).
Find translations in the languages spoken by classmates (e.g., Spanish, Romanian, Mandarin, Arabic, etc.).
Compare: Are words similar? (e.g., Romanian derivată → Italian derivata, Spanish derivada). Are they false friends? (e.g., English billion ≠ Spanish billón).
Reflect: What can we learn about linguistic diversity through this activity? What surprised you during the activity?

Objectives

At the end of this section, you will be able to

Understand the role of terminology in plurilingual education
Locate and compare terminology across languages
Enhance metalinguistic awareness through cross-linguistic comparison
Use multilingual resources for teaching
Design activities that can integrate both terminology and plurilingualism (e.g. intercomprehension, translanguaging, etc.)

Keywords

Terminology; Plurilingual Education; Communicative Theory of Terminology; Linguistic variation

Introduction

At each educational level (primary, secondary and tertiary), terminology serves as the fundamental core of every subject and plays a crucial role in the progression of knowledge acquisition (Conceição & Zanola, 2020; Estopà, 2021). In this context, terminology and plurilingual education are interconnected, contributing to contemporary discussions on language teaching, communication, and inclusion.

In today’s globalized and multicultural societies, where communication often transcends linguistic and cultural boundaries, these two domains can be observed in relation to one another. Learners may encounter plurilingual educational settings where the first points of comparison between languages often emerge at the lexical level, involving both common vocabulary and specialized terminology. Here, terminology is not just about studying terms within specific disciplines; it can become a key tool for facilitating communication across languages and cultures. Integrating terminology into plurilingual activities further enriches both language and content learning. Pedagogical approaches such as translanguaging or intercomprehension, can empower students to draw on all their linguistic resources while engaging with disciplinary content. This not only enhances their understanding of the subject matter but also encourages learners to view language as a dynamic and flexible tool for communication and learning.

History of the Concept

The interest in terminology, both as a theoretical and applied field of study, has historical roots. Since ancient times, scholars and professionals from various disciplines and linguistic backgrounds have coined and circulated specific lexical units to designate the concepts pertaining to their respective fields. These lexical units, commonly referred to as terminological units or terms, were created to name objects, techniques, actions, or processes essential to specialised knowledge. However, the formalisation of terminology as a scientific discipline emerged in the 1930s, primarily due to the work of Eugen Wüster. Wüster’s studies led to the posthumous publication of his work on the General Theory of Terminology (GTT) by his student Helmut Felber in 1979. In this foundational work, terminology is defined as the discipline concerned with the study of concepts within specialised fields, their designations (terms), and the relationships among concepts. Wüster’s interest in technical terminology, shared by the scholars of the Vienna School he founded, was driven by his objective of establishing a precise and unambiguous language for specialised domains at an international level.

Wüster’s approach to terminology was shaped by a pragmatic concern for effective communication in specialised domains. His work was underpinned by an idealistic belief in the willingness of people to adopt a harmonised technical language for the benefit of clear and unambiguous communication. As Temmerman (2000) pointed out, the origin of Wüster’s thoughts may be linked to his socio-linguistic context. Coming from Austria, he was aware of the linguistic and economic challenges faced by his country, especially in comparison with larger German-speaking regions. Having studied in Berlin, he recognised the potential disadvantages of linguistic fragmentation for industrial and technical communication. This awareness underscored the perceived need for terminological unification across Swiss, Austrian, and German contexts, as well as the importance of standardisation to ensure fair industrial competition. This approach to terminology found its most prominent application in the work of the International Organization for Standardization (ISO), a worldwide federation aimed at establishing international agreed standards across a wide range of fields, including terminology.

Wüster’s conceptualisation of terminology and univocal communication, possible through a one-to-one correspondence between concepts and terms, was grounded in processes such as standardisation and normalisation, which functioned not only as linguistic objectives but also as mechanisms to support international cooperation, industrial development, and economic competitiveness beyond national and linguistic borders. In this context, Wüster showed a clear preference for terminological units that could ensure international comprehensibility, often favouring terms constructed from Greek and Latin lexical roots, as these could be considered suitable for achieving cross-linguistic consistency in specialised communication. Although Wüster’s theory was not explicitly framed within an educational or plurilingual perspective, his emphasis on transparent and internationally shared elements can be interpreted as relevant to contemporary discussions on plurilingual education and plurilingual approaches. From this standpoint, terminological units based on shared classical roots may function as transparent elements that facilitate comprehension across languages, especially in contexts where learners are exposed to multiple linguistic systems. Such elements can support processes of comparison and transfer at the lexical level, enabling learners to recognise conceptual similarities across languages and disciplines. However, the objective of GTT to reduce linguistic variation in favor of a shared and standardised system may reveal a point of divergence from plurilingual education. Rather than seeking convergence toward a single linguistic system, plurilingual approaches emphasise learners’ ability to mobilise multiple languages and navigate flexibly between them, viewing linguistic diversity as a strategic resource rather than a barrier. As noted by the European Parliament (2009), “multilingualism is a resource for Europe and a shared commitment, fostering personal development, social cohesion, employability, and competitiveness.” In this sense, whereas terminological standardisation was historically associated with the creation of a shared technical language to support efficiency and competitiveness, plurilingual education focuses on developing plurilingual and intercultural competences, which involve the strategic use of an individual’s entire linguistic repertoire, fostering metalinguistic awareness and the ability to adapt their communication depending on the context and their communicative goals (cf. CEFR, 2001; Candelier et al., 2012; CEFR Companion Volume, 2020).

Consequently, while the theorisation of a univocal terminology, including (but not limited to) transparent lexical items, may enhance international communication, it does not take into account the intralinguistic variation of languages. For this reason, alongside the need for a one-to-one correspondence between terms and concepts, later approaches to terminology soon began to address issues related to linguistic variation, which in this field primarily manifested through phenomena such as synonymy and polysemy. Reflections on these aspects of variation gave rise to new theoretical frameworks during the last decade of the 20^th century and the first years of the new Millennium, including Socioterminology (see Boulanger, 1995; Gaudin, 2003; 2005), Rita Temmerman’s sociocognitive approach to terminology (2000) and the Communicative Theory of Terminology (CTT) proposed by Maria Teresa Cabré (1998; 2005 [1999]). In particular, the CTT can provide a theoretical perspective that can align with plurilingual education, as it introduced a new, multidimensional perspective on terminology. The CTT aims to account for the multifaceted nature of terminological units, viewing them as lexical units shaped by linguistic, cognitive, and sociocultural dimensions (cf. Cabré, 1998; 2005 [1999]; 2008; 2009). The fundamental parameters of the theory include the interdisciplinary nature of terminology (linking language, knowledge, and communication); the conception of terminological units as non-autonomous entities, associated with the lexical units of natural language and characterized by a form and a meaning whose terminological value is activated depending on context and situation; semantic and denominative variation; and the conceptual structuring of specialized fields. Within this framework, linguistic variation is recognised as an inherent feature of terminology. In particular, the CTT acknowledges phenomena such as terminological adaptation and considers psycholinguistic and sociolinguistic factors. In doing so, it promotes a view of terminology as a discipline that accounts for the actual use of language in communicative contexts (cf. Cabré, 2005 [1999]).

This perspective can be relevant in multilingual and educational contexts, where the use of terms cannot be separated from context, linguistic variation, and the communicative needs of learners. By comparing terms across languages, learners can access and engage with concepts more effectively, fostering a deeper understanding of both the subject matter and the languages involved. Such cross-linguistic comparison enhances metalinguistic awareness and supports language transfer skills. Encouraging learners to explore and compare terms in different languages not only helps them gain insight into the subject content but also strengthens their ability to transfer linguistic knowledge from one language to another. In this way, it aligns with the principles of plurilingual education, which aims to develop learners’ linguistic competences while also valuing their linguistic and cultural heritage (cf. CEFR, 2001; CEFR Companion Volume, 2020).

Definitions

Terminology is the discipline concerned with the study and management of specialised terms as they are used to construct and transmit knowledge within and across domains. In educational contexts, terminology emerges naturally in written and oral materials related to specific subjects and plays a crucial role in structuring disciplinary knowledge and supporting learner’s conceptual development. Although the initial terminological acquisition typically occurs in the language of instruction, there can be different educational and sociolinguistic factors which favor the introduction of multilingual terminology and cross-linguistic comparison at the lexical level. In this respect, multilingual terminological materials (such as multilingual vocabularies developed by cooperatives working on terminology like Realiter) can be suitable to support both teaching and learning as they provide teachers with resources for the preparation of didactic materials, and enable learners to resolve doubts, explore disciplinary content across languages, and engage with specialised knowledge through a plurilingual perspective (cf. Lorente, 2025 Enciclopaedia entry). By encouraging learners to compare terms and lexical units across languages, plurilingual education can promote metalinguistic reflection, strengthen the comprehension of the subject matter, and facilitate the transfer of knowledge and skills between languages. Such cross-linguistic comparison and reflection can be implemented for example through intercomprehension activities using the “seven sieves” methodology, which focuses on the analysis of related languages starting from lexical transparencies, allowing learners to infer meaning and establish connection among languages (cf. McCann et al., 2002). This view is consistent with approaches to terminology in education that emphasise its role in fostering plurilingual education.

Within this lesson, terminology is examined through the two major theoretical frameworks, the General Theory of Terminology (GTT) and the Communicative Theory of Terminology (CTT), which offer different perspectives on how terms and concepts function in specialised language.

In the GTT framework, terms are linguistic units that refer to clearly defined concepts within a specific domain. Concepts are abstract representations of objects, actions, or processes that share common features (Wüster, 1979). The GTT emphasises:

A one-to-one correspondence between terms and concepts;
The importance of standardisation to establish consistent terminology across languages and fields;
The role of normalisation in harmonising variation to support standardisation.

This approach seeks to ensure clarity, precision, and uniform communication, especially in technical and scientific fields.

The CTT presents an alternative, more context-sensitive view. Here, terms are understood as lexical units that acquire meaning through their use in real communicative contexts and situations (cf. Cabré, 2005). Instead of rigid term-concept pairings, the focus is on how terms function in specific situations. The CTT reflects a more dynamic and discourse-oriented view of specialised language. This framework embraces linguistic variation, including:

Polysemy, where a single term may refer to multiple related concepts;
Synonymy, where multiple terms may represent the same concept depending on context or usage.

Some definitions in the field of terminology may include:

Term: A lexical unit used in a specialized field to designate a specific concept.
Concept: An abstract unit of knowledge formed through the mental representation of a class of objects, actions, phenomena, or processes sharing common characteristics.
Standardisation: A formal process in which terms, definitions, and other elements of specialized language are systematically established to ensure uniformity and unambiguous communication across contexts, languages, and communities of practice.
Normalisation: A broader process than standardization, involving the harmonization and regulation of terminological resources to reduce variability and ambiguity. It often precedes or complements formal standardization.
Linguistic variation: The use of different language forms to express similar meanings, influenced by context, region, social group, or communicative situation.
Synonymy: A type of linguistic variation in which multiple terms are used to refer to the same concept within a specialized domain.
Polysemy: A phenomenon where a single term is associated with two or more related but distinct concepts.

Take-Home Messages

Terminology acts as a gateway to both subject knowledge and language learning in plurilingual educational contexts.

Lexical and terminological units are central to understanding content across disciplines by supporting a deeper understanding of subject matter. In plurilingual education, they also serve as points of connection between languages, enabling learners to access and compare concepts more effectively.

Multilingual terminological resources are valuable teaching tools.

Resources like multilingual glossaries or databases support both teachers and learners: teachers can use them to create didactic materials, while learners can access content in multiple languages, promoting equal opportunities for knowledge acquisition in plurilingual educational context.

Integrating terminology into plurilingual activities enriches both language and content learning.

Pedagogic approaches such as translanguaging, intercomprehension, or lexical comparison can help students draw on all their linguistic resources, even while engaging with disciplinary content.

Self-Assessment

Resources to go further

Cabré, M. T. & Lorente, M. (2021). Panorama teòric de la terminologia actual. Terminàlia, 24, 57-63.
FAO Term Portal - https://www.fao.org/faoterm
IATE – Interactive Terminology for Europe - https://iate.europa.eu/home
IULATERM: Léxico y tecnología - https://www.upf.edu/es/web/iulaterm
Lorente, M. (1998). Variació lèxica. De la idiosincràsia al tractament sistemàtic de la diversitat. Caplletra, 25, 83-98.
Realiter - https://www.realiter.net/lessici-realiter
UNTERM – United Nations Multilingual Terminology Database - https://unterm.un.org/unterm2/en/

Bibliography

Boulanger, J.-C. (1983). Synonymie, néonymie et normalisation en terminologie. In D. Duquet-Picard & M. Bugara-Adshead (Eds.), Problèmes de la définition et de la synonymie en terminologie : Actes du Colloque international de terminologie, Université Laval (Québec, 23–27 mai 1982) (pp. 311–327). GIRSTERM.

Boulanger, J.-C. (1995). Présentation: Images et parcours de la socioterminologie. Meta, 40(2), 194–205.

Cabré, M. T. (1998). Elementos para una teoría de la terminología: Hacia un paradigma alternativo. El Lenguaraz. Revista académica del Colegio de Traductores Públicos de la Ciudad de Buenos Aires, 1(1), 59–78.

Cabré, M. T. (2005). La terminología: Representación y comunicación (Ed. orig. 1999). Institut Universitari de Lingüística Aplicada, Universitat Pompeu Fabra.

Cabré, M. T. (2009). La Teoría Comunicativa de la Terminología, una aproximación lingüística a los términos. Revue Française de Linguistique Appliquée, 14(2), 9–15.

Candelier, M., Camilleri-Grima, A., Castellotti, V. de Pietro, J.-F., Lörincz, I., Meißner, F.-J., Schröder-Sura, A., Noguerol, A. & Molinié, M. (2012). Le CARAP — Un Cadre de Référence pour les Approches Plurielles des Langues et des Cultures – Compétences et ressources. Conseil de l’Europe. http://carap.ecml.at/

Conceição, M. C., & Zanola, M. T. (Eds.). (2020). Terminologia e mediação linguística: Métodos, práticas e atividades. Universidade do Algarve Editora.

Council of Europe. (2001). (CEFR) Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

Council of Europe. (2020). (CEFR Companion Volume) Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume with new descriptors. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages

Estopà, R. (2021). El diccionario escolar de ciencia: Un aliado en el aula. McGraw-Hill.

European Parliament. (2009). Multilingualism: an asset for Europe and a shared commitment (European Parliament resolution of 24 March 2009 on Multilingualism: an asset for Europe and a shared commitment, 2008/2225(INI)). Official Journal of the European Union.

Felber, H. (1981). The Vienna School of Terminology, fundamentals and its theory. Infoterm, 69–86.

Gaudin, F. (2003). Socioterminologie: Une approche sociolinguistique de la terminologie. De Boeck & Larcier.

Gaudin, F. (2005). La socioterminologie. Langages, 1(157), 80–92.

McCann, W., J., Klein, H., G. & Stegmann, T., D. (2002). EuroComRom - The Seven Sieves: How to read all the Romance Languages right away. Editiones EuroCom, 5. Shaker Verlag.

Temmerman, R. (2000). Towards New Ways of Terminological Description. The sociocognitive approach. Amsterdam/Philadelphia: John Benjamins Publishing Company.

Wüster, E. (1979). Einführung in die allgemeine Terminologielehre und terminologische Lexikographie. Springer. (Spanish translation and edition: Cabré, M. T. (Eds.). (1998). Introducción a la teoría general de la terminología y a la lexicografía terminológica. Institut Universitari de Lingüística Aplicada, Universitat Pompeu Fabra.

Credits

This resource has been created by Projet PEP (discuss • contribs) (Erasmus+ project, co-financed by the European Commission) :

Melissa Lamonaca (Università Roma Tre)

Portal: Plurilingual education

	In the 19^th century.
	Mid-to-late 20^th century.
	In ancient times.

	ensuring uniformity and unambiguity in communication.
	providing an harmonisation of terminological resources.
	facilitating good terms to use.