Resumen
This article draws on the principle that language development programs are most effective when contextualized to the setting for which the language is required. It considers written language development in higher education for international students, whose first language is not English. In the context of a business faculty, the program explored in this article discusses the findings from a study of the expectations of teachers in the faculty, in terms of their students? writing. The ?indicators? that emerge from the study are interpreted in terms of values of the business faculty in general, and the disciplines that make up the faculty. These provide a focus at the discourse and sentence level for language instruction, as well as assisting students to better appreciate the values that structure their studies and shape their learning.