Consideraciones sobre la enseñanza de las falsas cognadas en la disciplina Inglés en Ciencias Médicas / Consideration about the teaching of the false cognate words in the English Discipline in Medical Sciences

Introducción: Una de las particularidades que ha distinguido el lenguaje médico en el siglo XXI es el predominio del idioma inglés como lengua internacional de la Medicina. La Medicina es un campo del saber amplio y multidisciplinar, por lo que hay que tener en cuenta el significado exacto de las palabras en el contexto de que se trate, de aquí que la traducción correcta de las falsas cognadas del inglés al español es fundamental para la comprensión. Objetivo: Exponer algunas consideraciones sobre la enseñanza de las falsas cognadas en la disciplina Inglés en la Universidad de Ciencias Médicas. Material y Método: La información se obtuvo mediante métodos teóricos de análisis y síntesis de revisiones documentales y bibliográficas sobre el tema. Desarrollo: La traducción inadecuada de las falsas cognadas conduce a un proceso de erosión y empobrecimiento progresivo de nuestra lengua materna, y en no pocas ocasiones transmite un sentido erróneo de lo que se comunica. Conclusiones: El uso correcto de las falsas cognadas es un aspecto esencial para una comunicación eficiente. Esto sugiere que la enseñaza de las falsas cognadas tiene que ser integrada con otros aspectos lingüísticos para que el estudiante aprenda a reconocer y a utilizar estas palabras, ya que el uso preciso de la terminología influye decisivamente en el ejercicio profesional(AU)

Introduction: One of the peculiarities that have characterized the medical area in the 21st century is the predominance of English as an international language. Medicine is an ample and multidisciplinary field of study, so it is necessary to take into account the precise meaning of words according to the context. In this regard, the accurate translation of false cognates from English to Spanish is indispensable for a correct comprehension. Objective: To take into consideration the teaching of false cognate words in the English Discipline in the University of Medical Sciences. Material and Methods: The information was obtained by means of theoretical methods of analysis and synthesis of bibliographic review on the topic. Development: The incorrect translation of false cognate words leads to a process of gradual erosion of our mother tongue, and in many cases, it conveys a wrong meaning. Conclusions: The correct use of false cognate words is essential for an effective communication. In this sense, the teaching of false cognates has to be incorporated to the syllabus, along with other linguistic aspects, for the students to learn how to recognize and use these words, as the precise use of terminology is crucial for a good professional performance(AU)

Tem a linguagem uma origem? / ¿La lenguage tiene un origen? / Does language have an origin?

O autor desenvolve a tese de que a história da linguagem se confunde e se faz inseparável da filogênese da cultura humana. N ão aparece após o surgimento do homem, mas encontra-se na sua própria origem. Ambas permitem à humanidade passar de uma evolução contínua a uma evolução descontínua e cumulativa. O meio ambiente humano, ao mesmo tempo natural e cultural, se compõe de um meio físico e de um entorno semiótico e presentacional. Portanto, entende que a questão da origem da linguagem não é pertinente e, sustenta que seria mais profícuo explorar as condições da emergência da semiótica e da constituição do sujeito humano, nas quais a linguagem ocupa lugar central. A sua criação liberta o homem do cerco das coisas, oferecendo acesso à função simbólica; permite uma experiência para além do eterno aqui-agora, introduzindo a noção de temporalidade; é habitada pela experiência da alteridade, instaurando o contrato social, a Lei.

El autor desenvuelve la tesis de que la historia del lenguaje se confunde y se hace inseparable de la filogénesis de la cultura humana. No aparece después del surgimiento del hombre, mas se encuentra en su propio origen. Ambas permiten a la humanidad pasar de una evolución continua a una evolución discontinua y cumulativa. El medio ambiente humano, al mismo tiempo natural y cultural, se compone de un medio físico y de un entorno semiótico y presencial. Por lo tanto, entiende que la cuestión del origen del lenguaje no es pertinente y, sustenta que sería más proficuo explorar las condiciones de emergencia de la semiótica y de la constitución del sujeto humano, en las cuales el lenguaje ocupa lugar central. Su creación liberta el hombre del cerco de las cosas, ofreciendo acceso a la función simbólica, permite una experiencia para más allá del eterno aquí-ahora, introduciendo la noción de temporalidad; es habitada por la experiencia de la alteridad, instaurando el contrato social, la Ley.

The author develops a thesis in which the history of the language is linked and inseparable of human nature's phylogenesis. It did not appear after mankind, but it is part of its origin. Both allow mankind to move from a continuous evolution to a cumulative and disrupted one. Mankind's environment, both naturally and culturally, is made of a physical aspect as well as a semiotic and presentational entourage. Therefore, it states that the question regarding language's origin is not relevant and it affirms that it would be more useful to explore the condition in which semiotics emerged as well as human subject's creation, where language plays a central role. Its creation frees mankind from being under the siege by things, granting access to the symbolic function; it allows an experience beyond the eternal here-and-now, introduced by a notion of temporality.

To heal the mind's eye of hate--Dr. Ludwik Zamenhof.

Ludwik Zamenhof (1859-1917), born in Poland, invented and propagated Esperanto - an artificial, easy-to-learn language. Literally meaning "language of hope," Esperanto was constructed to avoid misunderstandings, establish communication and facilitate harmony among different nationalities. Simply, he wanted people to accept one another despite observed differences. He was a skilled ophthalmologist, but figuratively, he wished to heal the eyes of humankind to look without hate, just as the biblical Tobias removed the cataract from the corners of his father's eyes to restore his sight.

G. T. 1878-1960: master of language and surgery.

Sir Gordon Gordon-Taylor was the pre-eminent British surgeon of the first half of the twentieth century. He became known for his daring cancer surgery which he perfected at the Middlesex Hospital, and he promoted early operation for abdominal gunshot wounds in World War I. During World War II, as a surgeon rear admiral, he was not only an active surgeon in the London region, but he also acted as a significant ambassador for Allied surgery. After the War he was in great demand as an eponymous orator throughout the length and breadth of Great Britain and abroad, and he encouraged many Commonwealth surgeons, particularly those from Australia and New Zealand, to further their training in Britain and then he actively supported them in their later careers. His death following an accident in 1960 was mourned through the surgical world.