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El presente artículo estudia la distribución de palabras y colocaciones presentes en un corpus de lecturas graduadas del español a través de los distintos niveles de aprendizaje. El objetivo principal es verificar si se da una correlación entre la frecuencia léxica tal como se registra en un corpus del español general y la distribución de los elementos del vocabulario (formas univerbales y pluriverbales) en textos de diferente nivel, de manera que los elementos infrecuentes sean más numerosos conforme el nivel sube. Esta correlación no se puede dar por supuesta en las lecturas graduadas en español, pues un repaso a la bibliografía relevante indica que se ha dado prioridad a factores distintos a la selección del vocabulario en la creación de este tipo de materiales (en concreto, al componente gramatical).

Writing after the failure of the 1848 Hungarian revolution, József Eötvös, himself a prominent politician and novelist, grappled with the sources of the failure and conditions of success of social and political reforms. In his monumental work, The Dominant Ideas of the Nineteenth Century and their Impact on the State, he proposed that in order to understand the behaviour of the masses and design social and political reforms that will have popular support, one needed to understand the meanings people assigned to popular ideas—as opposed to meanings assigned to them by theorists. Popularity, in this approach, had three components: ideas around which people rallied, emotions that connected them to these ideas, and actions people undertook in their name. The way towards understanding these components was to understand the culture of the people in its various manifestations, from popular religiosity to literary and material culture. By re-reading Eötvös’s work focusing on his conception of popular ideas, this paper investigates how the longstanding tension between popularity and the distrust in populism was articulated in a classic of nineteenth century central European political thought.