People are learning with the help of technology. It is read in newspapers articles, M.A. dissertations, Doctorate theses etc. People play, surf on the net, interact in social network groups, read online news, research on sites and create some learning opportunities which challenge the traditional educational
institutions. New learning possibilities allow people at all ages to learn according to their own availability. They keep on learning inside and outside the school, and they opine about what they want to learn, when and how they want to learn.
Nowadays, we may find knowledge throughout a vast number of mobile devices. What we have thought as a learning possibility for a distant future is part of our everyday lives, once we have more access to the net through portable devices than home desktops. The devices allow us to spread up the borders of school and dissolve the concrete walls of the classrooms. It is exactly in this environment that arises the necessity to analyse and come up with improvements related to the language which is used in the applications related to English language teaching, considering that the applications could be widely benefited by the Language Science. The objective of this paper is to investigate
the contributions of the linguistics to the language of the pedagogical applications though a semiotics analysis. The research is based upon Peirce s theoretical assumptions (2005), and the analysis of Kress and Leeuwen s Visual
Composition Theory (2002) about the multimodality of signs. It was drawn a parallel using the most important characteristics on relevant Mobile Learning theories with special attention to Traxler s (2007) and Pachler s (2010) academic productions. This study, which had a bibliographical aspect, analysed
the adequacy of the applications based on my experience as a teacher, and the empiric observations of a students group during 18 months. At the end of this research, some guidelines in the range of linguistics and semiotics are posed in order to support the development of applicants for English teaching, aiming a critic use of the signs in such a way that the final product becomes more meaningful, effective, pleasurable, movable, ubiquitous, and pervasive.