The learning object on the University site is intended to be an extra practise support to the English course for the Degree Courses in Computer Science, but would also aid anyone interested in learning English for a specific scientific use of the language. English Practise in Computer Science consists of a number of lessons, each of which contains a text with audio and captivating images, a comprehension quiz, grammatical focuses (with automatic correction) and a glossary with audio. The multimedial approach used makes the learning object highly communicative and enjoyable for learners to use.

The authors are presenting a hyper-textual, multi-media e-learning object, "English Practice in Computer Science", composed of didactic units for learning and reinforcing English in the specific field of Computer Science. These units may aid not only learners in this field, but also others involved in various scientific areas of study at university and secondary school level. Each unit contains a text and a glossary with audio, grammar focuses and a series of exercises with automatic correction, specially designed to develop comprehension and interpretation techniques and to reinforce recurrent linguistic structures in a specific language context. A notional-functional didactic approach has been used, allowing the learner to participate fully in the learning process. the use of multi-media instruments (audio, music, captivating images and user-friendly icons) allows the learners to develop reading, writing, listening and pronunciation skills in a highly communicative and enjoyable environment.

This book has been specifically designed for students of chemistry, who require a good basic knowledge of linguistic structures, terminology and reading skills in English for their chosen course of studies. The essential grammar units are suitable for use in basic English courses, as well as being a source of reference and revision for more advanced students. The specific texts which deal with various aspects of chemistry have exercises which lead the student to a global and detailed understanding of the text, applying skills of skimming, scanning and detailed reading. There are also useful appendices regarding mathematical symbols and formulae, laboratory equipment, lab report writing, technical tables and a glossary of specific terminology found in the texts.

Scientific concepts are expressed through the strategic use of language and rhetorical devices. This study aims at identifying and investigating a basic English for science, which would cross the computer science and mathematics languages, facilitating the discursive learning process in academic and professional scientific fields. Language in science plays an important role because it is the vehicle, the tool through which scientific knowledge is conveyed in a clear, economical way. Scientific knowledge reflects the outside world as filtered through and influenced by culture, beliefs, interactions with others, stimulating pragmatic and cognitive processes. The receiver who acquires a scientific message/knoweldge is as active as the transmitter elaborating the content of the message. They both act and then react to the transmitting and understanding of the phenomena: “il est important de remarquer que la particularité (…) dans un code de sèmes dont les signifiés se trouvent en rapport logique d’inclusion ou d’intersection entre eux, consiste précisément non pas seulement dans la mise en contribution des circonstances pour “dire” ce que l’on « veut dire », mais dans la possibilité d’adapter la faon de le « dire » à l’apport que celles-ci sont susceptibles de faire » (Luis J. Prieto, Pertinence et pratique, essai de sémiologie, p.134). Studies have been done in the field of rhetoric of science analyzing different scientists’ discourses; they mostly report that scientists express their knowledge using persuasive processes, accepting or rejecting statements, through interactive rhetorical figures.To a better understanding of the computer science and mathematical discourses, the language of science will be explored; just like any other language, it has a basic alphabet, i.e., the natural numbers, and just like any language, its alphabet has an order. Since very ancient times numbers and letters have continually been related: numbers in mathematics or digits in computer science, they convey information just like words. According to Chomsky, all languages in the world must share certain structural properties despite their very different grammars. Mathematics and computer science both work according to the laws of logic: like any science they follow a coherent system of signs and rules: they are concerned with the study of number, quantity, shape and space using specialized notations. They are both indispensable technological and commercial tools, the bedrocks of all sciences. Aristotle’s laws of logical reasoning have considerably influenced the principles of these sciences and their respective languages. Mathematical connectives will be analyzed and associated to grammatical connectives, e.g.: “if…belongs to….”. Specific concepts of mathematics and computer science can be expressed through symbols, formulae, diagrams, images. These codes need to be verbalized for discursive purposes. Their specific vocabularies will be considered: the use of abbreviations, compound words, terms derived from Greek or Latin, the frequency and use of adjectives, phrasal verbs. It is a matter of experimentation and observation to determine precisely what abilities are innate and what properties are shared by both languages.

The authors propose an innovative early foreign language teaching/learning approach for primary schools through song, dance, rhyme, games and simple written utterances. They suggest methods and materials for developing oral and eventually written skills through stimulation of the senses of sight, hearing and touch. These materials can be adapted for use on the interactive whiteboard and touch-screen desks.