Halliday's approach to cultural context in the formation of recurrent "situation types" influenced other scholars, such as J.R. Martin. 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.[7] According to Martin and other SFL scholars, an explicit focus on genre in literature would help literacy teaching.