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This paper provides an insight on the centrality of two main paradigms of the current linguistic theory in the field of Spanish as a second/foreign language acquisition, and its operative role in teaching. Generative Grammar (GG) as well as Cognitive Grammar (CG) are mentalist models, however, its postulates on the connection between human cognition and non-native linguistic knowledge are, in many cases, opposite; therefore, these models imply different conceptions of a pedagogical grammar. Throughout the paper, it is taken into consideration the way in which they are antagonistic, but also how they can be complementary. Even though GC has been more popular in classroom teaching, current GG may have a relevant impact on the curriculum, as well as on the instruction, by presenting a greater predictive capacity to identify the learner’s difficulties in processing certain linguistic structures. Finally, other key notions on linguistic knowledge, processability, and input, regarding didactic intervention, are also provided. [ABSTRACT FROM AUTHOR]

In this paper I present an account of the many professional opportunities that today’s society offers to philologists and linguists. Based on real stories –including mine– of people dedicated to linguistics and philology (some of them authentic influencers), I show how language has become a fundamental tool for digital media and technologies, and how its good use and analysis have become essential in many areas of both the business world and research, but also as part of the image of society in general. Among the many professional channels available to philologists of these times, it is possible to highlight the following: proofreader, linguistic advisor, content creator, community manager, forensic linguist or philologist 2.0 (that is, the one dedicated to all issues related to new technologies), not forgetting that of the teacher, a crucial position to train the people of the future. In all cases, the revolutionary possibilities offered by the new media allow professions to be exercised in a completely renewed and modernized manner. [ABSTRACT FROM AUTHOR]

In this paper we attempt to draw an overview on the evolution of the lexicon of bastionated Fortification from its origins, in the 16th century, until its apogee, during the 18th. To do this, we start from an intermediate point, the second half of the 17th, when the Epítome de la fortificación moderna (1669), written by Zepeda, was published. In that way, we select the specialized vocabulary which is defined in chapter II of the second part of its "Preludios geométricos" with the purpose of comparing and analysing this vocabulary with the lexicon contained in the first treatises of the Fortification in Spanish language, from the final years of the 16th, until the Tratado de fortificación (1772) of Lucuze. [ABSTRACT FROM AUTHOR]

The study of the -ndo morpheme has raised many interesting questions and debate in the history of the Spanish language. Some researchers have argued, for instance, that the high frequency in use of the -ndo morpheme is a consequence of the linguistic contact between Spanish and other languages (e.g, English and French). However, the non-standard uses of the -ndo are found in scenarios where Spanish is not in contact with other languages. This finding has motivated other analysis and proposals for the Spanish gerundio -e.g., the semantics of the -ndo form. In this paper I analyze the distribution of the gerund periphrasis with 'estar' and 'ir' in the 13th. and 15th. century. Specifically, I study the semantic constraint that the grammatical and lexical aspects impose on the distribution of the -ndo form. [ABSTRACT FROM AUTHOR]