types" that occur within that culture, and are more easily able to maneuver through the "situation types" within that culture than people who were not brought up within it. Halliday's approach to cultural context in the formation of recurrent "situation types" influenced other scholars, such as J.R. Martin, to develop a linguistic pedagogy called the 'Sydney School'. Martin led the SFL pedagogical approach, which emphasized the role of context in text formation. Martin and his associates believed that process-based approaches to education ignored the cultural boundaries of texts, and privileged middle- and upper- class students at the expense of students from lower-class backgrounds. According to Martin and other SFL scholars, an explicit focus on genre in literature would help literacy teaching. Focusing on genre reveals the contexts that influences texts, and teaches those contexts to students, so that they can create texts that are culturally informed. Through their genre work in schools, Martin and his associates developed a definition of genre as a "staged, goal-oriented, social process." In the Martinian genre model, genres are staged because they accomplish tasks that require multiple steps; they are goal-oriented because their users are motivated to see the completion of the stages to the end; and they are social because users address their texts to specific audiences. English for Specific Purposes English for Specific Purposes scholarship has been around since the 1960s, but ESP scholars did not begin using genre as a pedagogical approach until the 1980s, when John Swales published Genre Analysis: English in Academic and Research Settings, in which Swales laid out the methodological approach that brought together ESP and genre analysis. Swales identified two characteristics of ESP genre analysis: its focus on academic research in English and its use of genre analysis for applied ends. ESP focuses on specific genres within spheres of activity, such as the medical profession, but it also focuses on the broader concept of communicative purposes within fields of study. English for Specific Purposes shares some characteristics with SFL studies. Both believe that linguistic features are connected to social context and function, and both aim to help disadvantaged students grasp the system in which texts are created so that they can create similar texts, by teaching them the relationship between language and social function. Both try to accomplish their goals by teaching specific genres to underprivileged users. However, there are also some important differences between ESP and