ResumenEste artículo pretende demostrar la afirmación de que el sustantivo success ("éxito"), tal y como se utiliza en los Estados Unidos, es cultural y lingüísticamente muy diferente al sustantivo éxito en español. La traducción literal a menudo es incapaz de reflejar la inmensa pluralidad semántica del concepto norteamericano y tiende, por ende, a caer en la parodia simplista por parte del hispanohablante que lo asocia al materialismo e individualismo estadounidense. Desde la etnolingüística, la etimología, la semántica y la lexicografía comprobaremos la falta de equivalencia cognitiva de los dos términos, sus divergentes connotaciones en la lengua y en último término su diferente contextualización en la memoria psicológica cultural de los dos grupos de hablantes.PALABRAS CLAVE: éxito, semántica intercultural, lingüística contrastiva. AbstractThis paper presents the hypothesis that the English word success, as used in the United States, is both culturally and linguistically very different from the Spanish noun "éxito". The literal translation cannot possibly reflect the enormous semantic plurality of the concept in American society and, therefore, it tends to be associated by the Spanish speaker with North American individualistic or materialistic attitudes. The lack of cognitive equivalence will be analyzed from an ethnolinguistic, etymological, semantic and lexicographical perspective so as to fully illustrate the different contextualization of both terms within the cultural psyche of each group of speakers.KEY WORDS: success, intercultural semantics, comparative linguistics. Introducción antropológica El success norteamericanoDe entre los muchos mitos que ha alimentado la sociedad estadounidense a lo largo de su historia quizás sea la idea del éxito el que más impacto haya tenido en la lengua y cultura de este país. El mito del éxito fue, y aún sigue siendo, la fuerza que animó a muchos inmigrantes europeos a embarcarse hacia los Estados Unidos. No se puede decir,

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DILECTINGS (Digital Literature Educational Competences for Teachers: Intercultural Inclusive Good Practices) is a European Key Action 2 Project that explores digital literature teaching. Digital literature—literature intended as authentic materials with cultural value—is an engaging and interactive narrative form delivered via digital media, that encompasses the language of books, films, web pages, radio, among others. This paper aims to present a preliminary questionnaire to explore the needs of primary and secondary teachers in terms of digital literature literacy and literature digital reading. This article will show the questionnaire design process to carry out a proper needs analysis.

Becoming proficient in at least one foreign language is a target for educational authorities throughout Europe. The question is how we can improve our students' command of English without increasing the workload on teachers and without much funding. In El Prat de Llobregat, a city located in the vicinity of Barcelona, we have addressed that issue by creating a group of teachers, educational advisors and city council administrators, who have been acting in a coordinated way to enhance English language exposure beyond the classroom. Our interest in promoting English stems from our location: our municipality is situated next to an international airport where finding a job is bound to be dependent on English fluency. We aim to show that, through a network of members at school and administrative levels, an array of meaningful and empowering initiatives can be implemented in a city where resources are scarce and cultural backgrounds diverse.