The underlying assumption of this study is the understanding of a specialized term as a summary of disciplinary knowledge, formalized at a textual level in the contextual relations which structure disciplinary lexical knowledge and are therefore essential for the successful interpretation of a text. With that aim this paper carries the analysis of the lexico-grammatical patterns which signal the hyponymy and meronymy relations of the term building, a key disciplinary concept in a corpus of construction engineering textbooks, using the WordNet database for reference. The linguistic analysis of the repertoire of lexico-grammatical patterns employed brings to the fore the dual role of hyponymy and meronymy as both semantic and metalinguistic discourse-organizing lexical resources, key in the rhetorical organization of the discourse of this discipline.

Sustainability has become a key concept in the debate over global environmental challenges. With the view that at the heart of the environmental debate is undoubtedly the text, this paper examines the rhetorical construction of text and provides linguistic insights into how the concept of sustainability is textualized. Corpus findings show that the discourse of sustainability is constructed by interwoven discourses which depict sustainability as a goal, as a problem, or as an object of analysis or study and implemented by companies and institutions. The rhetorical construction of the argumentation of the discourses of sustainability further suggests that the news magazines convey a multiplicity of obvious or hidden communicative purposes. This paper critically examines how resources such as evaluation, hedging or intertextuality are used in journalistic discourse to convey the author’s stance towards sustainability, trying to position the audience and thus to shape the public awareness and acceptance of sustainability.

In the introductory chapter, Muresan and Orna-Montesinos provide an overview of the multiple dimensions of academic literacy development, with a focus on its relevance for plurilingual scholars engaged in academic research writing and publishing processes. They situate the ethnographic and pedagogical studies presented in the subsequent chapters within a cognitive/socio-cultural theoretical framework, providing insights into higher education and academic literacy in glocal contexts.

Ensuring linguistic operability in supranational organizations has led to thede factoimposition of an English-only policy in otherwise lingua-culturally diverse environments. This paper uses a combination of a literature review of military-related language policy documents and semi-structured interviews to explore the impact of those policies on the use of English as the working language of a professional context, the Spanish military. Broadly, the findings show that the standardization of linguistic certification procedures, a requirement for their participation in international operations, places these professionals in a disadvantage scenario in which lack of linguistic proficiency translates into the questioning of their personal, professional and institutional validity. The analysis of Spanish soldiers’ perceptions and attitudes helped to shed light on the conflicting interaction of language policies, practices and beliefs. Although English is valued as the language of work and therefore as a vehicle for interaction with other armies, for socialization or for contact with the local population, it is nonetheless viewed as an imposition of the globalized world, accepted with pragmatic and instrumental criteria, which entails the requirement of language certification standards they struggle to meet.