Purpose: This study aims to conduct a comprehensive linguistic analysis of Spanish-language advertising videos, focusing on phonetic, morphological, syntactic, and semantic features. It seeks to identify how linguistic strategies, stylistic devices, and cultural elements shape the effectiveness of advertising discourse. Research Methodology: The research applied advertising discourse analysis based on Cook’s framework, examining a corpus of 450 commercials broadcast in Spain, Argentina, Mexico, and other Spanish-speaking countries between 2020–2024. The materials were categorized by medium (television, social media, online platforms) and product type (food, automotive, cosmetics, banking, telecommunications, etc.). Results: The findings reveal that Spanish advertising discourse is characterized by rhythmic sound patterns, frequent use of imperative verbs, evaluative and emotional lexicon, concise sentence structures, and multimodal integration. Phonetic devices such as assonance and alliteration enhance memorability, while clitics “te” and “se” strategically influence persuasion. Cultural values—particularly family orientation and national identity—emerge as central themes, distinguishing Spanish advertising from other linguistic contexts. Conclusions: Spanish advertising discourse combines emotional appeal, cultural identity, and pragmatic linguistic tools to maximize consumer impact. The balance of multimodal features and linguistic creativity ensures high effectiveness and brand recall. Limitations: The study is limited to Spanish-speaking countries and does not compare results directly with advertisements from other languages. Contribution: This research contributes to linguistics, marketing, and translation studies by providing empirical evidence of how cultural and linguistic features interact in advertising. It also offers practical insights for international marketing strategies and Spanish language pedagogy.

Purpose: This study aims to investigate the potential of integrating English for Specific Purposes (ESP) methodology with artificial intelligence (AI) technologies to enhance sociolinguistic competence among technical university students. Traditional ESP courses often prioritize linguistic aspects such as grammar and vocabulary, leaving pragmatic and context-sensitive communication underexplored. Research Methodology: The research adopts a conceptual and descriptive design based on Hutchinson and Waters’ ESP framework and Canale and Swain’s communicative competence model. The study synthesizes recent empirical findings on AI-assisted language learning, particularly the use of chatbots, speech tools, and digital applications to strengthen sociolinguistic competence. Results: Findings from prior studies indicate that AI integration significantly improves learner motivation, oral confidence, and engagement. AI-supported tools foster better pragmatic awareness, register and dialect practice, and create positive classroom climates. Additionally, AI enhances both teacher perspectives on digital integration and learners’ linguistic competence development. Conclusions: The article proposes a methodological model of AI-assisted ESP sociolinguistic exercises. This integration is expected to enrich technical students’ communication skills by embedding sociolinguistic awareness into ESP instruction. Limitations: The study is conceptual in nature and relies on secondary data. Future empirical testing in classroom settings is required to validate the proposed model. Contribution: This research contributes a pedagogical framework that demonstrates how AI can complement ESP in fostering sociolinguistic competence, offering practical recommendations for technical higher education contexts.

Purpose: This article aims to examine exercises and techniques that enhance interpreters’ effectiveness by strengthening cognitive, linguistic, and practical skills. The study emphasizes the significance of active listening, memory retention, and quick decision-making in real-world interpreting contexts. Research methodology: A qualitative descriptive approach was employed, synthesizing insights from professional guidelines, theoretical frameworks, and practical training experiences. Various strategies such as memory enhancement exercises, shadowing techniques, and simultaneous interpretation drills were analyzed to determine their relevance and applicability. Results: The findings indicate that interpreters benefit significantly from consistent practice using diverse materials, including speeches, interviews, and real-time conversations. These practices improve fluency, accuracy, and the ability to manage stress under time pressure. Furthermore, combining theoretical knowledge with practical application reinforces professional communicative competence. Conclusions: Continuous professional development is essential for interpreters to maintain and advance their performance. Structured training, coupled with exposure to authentic communication scenarios, ensures both adaptability and long-term proficiency. Limitations: The study is conceptual and does not include empirical testing with a specific sample of interpreters, which limits generalizability. Future research should integrate experimental or longitudinal data to strengthen validation. Contribution: This article provides a comprehensive framework of exercises and strategies that can serve as a practical guide for interpreter training programs and individuals seeking to refine their professional competence.