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From the second half of the 19th century, guides and manuals for travelers in any corner of Spain will begin to proliferate. The consolidation of the bourgeoisie and the improvement of transport make possible this new mode of idle and recreational travel that will end up being one of the main sources of communication and wealth throughout the world (Larrinaga, 2002). The earliest modern works recounting travel, advising accommodation, describing landscapes, and detailing itineraries through monumental cities were written in that century. But, as Calvi (2012: 1) points out, "tourism is made with words" and, in effect, the new genre will require new modes of expression that will produce a specific vocabulary and that, little by little, will be incorporated into lexicographical repertoires. The objective of this work is to carry out an approach to the origins of the conformation of the specific lexicon of leisure travel in Spanish, define the semantic fields, identify the first occurrences, check with what vitality they arose, when they were incorporated into the lexicographic repertoires and What this new practice ultimately contributed to the lexical flow of Spanish in the 19th century. For this, seven guides and travel books written by Spanish authors, have been used as a reference corpus where words such as excursion, hotel, railway, tourist, luggage, guide, etc. they appear used naturally. The presence of this lexicon is verified in contemporary lexicographic works --Academic and Non-Academic Dictionaries from the 19th century-- and the extent of its use in CORDE is checked. The selection and organization of the lexicon is carried out based on the fields established in the Dictionaries of Alcaraz (2000) and Aragón (2009). This shows the vitality with which the new activity and the new vocabulary took root in society and in the Spanish language of the second half of the 19th century. [ABSTRACT FROM AUTHOR]

The word creativity has a very recent history in the Spanish lexicon -1983 in the Manual Dictionary of theRAE. Although the word is attested since the early years of the twentieth century, the occurrences will be very low until the seventies. On the other hand, the definition refers to the verb create, which presents a complex etymology in Spanish.The aim of this paper is to examine the linguistic and social genealogy of the concept of creativity in Spanish. Special attention will be paid to the origins, the changes in the definitions and the current combinatorial of the word. It will be seen then that, in order for the word to emerge, society had to detach itself from numerous inertias, so the trajectory of the term serves as an example of the process of humanization and secularization of society and science since the 19th century. It shows, in short, the link between language and society through the analysis of a concept that has become a hallmark of 21st century society. In order to carry out the work, the corpus of the Academy, CORDE, CREA, CORPES XXI and the New Lexicographical Treasure of the Spanish language have been used. [ABSTRACT FROM AUTHOR]

The aim of this paper is to show that, by analyzing and understanding the L2/FL it is possible to make explicit the different ways of expressing the experience through language and develop as well critical thinking and social awareness that give value as a multilingual citizen. In order to integrate the socio-discursive knowledge in the teaching of L2/FL, the concept of Critical Intercultural Communicative Competence (CICC) is proposed. From the competences in the Common European Framework for Languages, the linguistic foundations and dimensions of learner in Plan Curricular del Instituto Cervantes, an expanded understanding of the concept of intercultural speaker is proposed. That allows us to link Intercultural Competence which opens the student to a complex and diverse view of the world, with a critical dimension of language teaching, able to provide methodological and conceptual tools necessary for a non-innocent approach to language. The Discourse is seen, therefore, from a semiotic-critical perspective that takes concepts of Critical Discourse Analysis and Systemic Functional Linguistics. [ABSTRACT FROM AUTHOR]