The concern for the analysis of the language of Pedagogy has not received special attention. The education field has spread and, consequently, its language has become universal: new terms are created, some have diverted meanings from the common language with restrictive features in the education context, others may have multiply specialized databases, etc. This is due to the constant change processes that take place both in the workplace and in the Higher Education Area, being the introduction of new terminology one of the most important implementations. Special emphasis is placed on reconciling Higher Education with professional working needs. We face up a new education context that highly requires specific tools to promote a deep process of change with regard to planning, strategies and curriculum in Education. These changes will have subsequent effects in education terminology, institutions, schools and universities.
This paper shows an analysis of the terms of the language of Pedagogy as far as they are a vehicle of knowledge in the teaching-learning situations. On the other hand, it is a creative specialized language as it does not have a cryptic function, the value and meaning of its expressions depends on the uses, what offers a great connotative power to the teacher’s language. Its thematic and social exclusivity aimed to encourage creativity is analyzed.
