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This paper contributes to the didactic foundations of an epistemology of specialized English from a French perspective. Scientific English will be the content domain which will serve this purpose. While its transverse features (e.g. discourse, genre) have been widely investigated, it continues to lack a comprehensive approach to what is a multifaceted object, namely: 1) scientific content; 2) expressed in a foreign language; 3) which needs to be appropriated by student-learners. Another concept is needed. The transition from scientific English to English for science is regarded in terms of territory, domain and disciplines and from various perspectives and limits. Scientific English is envisaged as a narrow domain focused on linguistic aspects. To remain relevant, scientific English needs to be both broadened and enriched, and its scope delimited. These weaknesses lead to the design of English for science. The meta-concept of English for science has been forged to overcome these gaps, by crossing boundaries that limit an epistemological approach. It is then necessary to trace the method which consists in setting the boundaries for the new territory of language teaching and learning, which overlaps two domains - English and science - to develop a new domain - English for science -. [ABSTRACT FROM AUTHOR]

We offer a reflection starting from field observation: the practice of teaching scientific English in a French scientific university (University Paul Sabatier-UPS-Toulouse) because it is our research and teaching domain. Let us not forget that English has become the universal language of science because of American globalization. At UPS, English teachers essentially design their courses of scientific English from constraints, training and experience. These difficulties are reinforced by the low recognition of their courses. These findings are part of the broader issue of LANSAD (Languages for Other Specialized Disciplines). Yet these teachers have been trained in the traditional areas of English (literature, civilization, language). Consequently the issue of training in this context arises. Because it is essential to be legitimate, credible and hence recognized in this domain. The problem lies in the very low number of masters in LANSAD and LSP/ASP. This is due to a few number of research work in the domain. We believe that recognition goes through research which must be credible by meeting certain external validity criteria and even more so in our scientific context. It is therefore necessary to undertake an epistemological approach of the LSP/ASP in their uses, by integrating the specialty that is missing in LSP studies (Van der Yeught, 2014) and the didactic dimension because LSP is a research and teaching subject, aiming at the competence in the specialty and not in their sole function of production of specialized knowledge. Because we believe that LSP can contribute to the professionalization of university courses (Van der Yeught, 2014). We would like to make our contribution to the epistemology of LSP/ASP with our research work in English for science that also covers teacher training in LANSAD in scientific university contexts. We set some milestones, beginning with the description of science in its relation to the English language-culture through an interdisciplinary approach: the history of science, sociology of science, philosophy of science. Finally, we offer food for thought on teacher training in LANSAD. [ABSTRACT FROM AUTHOR]