| Categories | Examples of co-texts in thematic categories |
| Methodology | 1. The discursive representation of international students by the three Australian universities is discussed in relation to conceptual shifts in international student education, diversity management and multimodal discourse analysis. 2. Implications for cross-cultural genre analysis and genre and second language education as language is important for cross-cultural learning 3. Interviews provide enriching participants’ insights that can support claims about the professional genres 4. Traced in the linguistic features used in the presentations of Spanish and Russian companies on their websites 5. Discipline-specific teaching of these collocations is certainly advisable. This might be especially important for non-native speakers of English |
| ELF | 6. The English language became a driver to achieve these ideological objectives since it was felt that an alternative political and economic ideology could best be accessed through English. Western business and management consultant firms set up branches in Central Europe, and the need for English to act as a lingua franca. 7. Given this English language education, a survey of the Chinese literature indicates that there has been growing interest in the ESP corporate genres 8. EAL (English as an Additional Language) scholars may be reshaping rhetorical patterns in innovative ways and Anglophone norms are merging with culture-specific linguistic features 9. Writers should be more aware of a broader range of linguistic features that English writers tend to use |
| Groups of learners/ participants | 10. Recognized through the use of hedges, reported to be more abundant in English than in Spanish groups. This coincides with previous work on academic genres in a variety of disciplines. 11. Japanese language learners of disciplinary discourses will need to learn the correct forms, meanings, and usage of common Japanese formulaic sequences in order to convey politeness and familiarity with the genre. Similarly, English language learners of academic discourses have a need to learn other sequences |
| Collaborative projects | 12. The project ran from 1991 to 1999, and was motivated by the post-Soviet Union political changes in that it was designed to reform the teaching and language learning of ESP in 16 Higher Education institutions in Romania and raise English language levels. 13. The situation started to change in Spain after the publication of the Framework Document of Language Policy for the internationalization of universities, where a linguistic accreditation analysis was carried out 14. Integrating media into language teaching intended for teachers and trainers. The platform, material, and package were developed by the project partners in each participating country |