Goulart's work intersects with key concerns in learner corpus research, particularly regarding the integration of L1 and L2 English writing within a shared discourse community who are using shared communicative frameworks. While Variation in University Student Writing is not framed as a traditional learner corpus study, its findings have potential to contribute to ongoing LCR examinations of how linguistic background interacts with communicative purpose and disciplinary conventions in academic writing. Scholars in LCR may find this book particularly valuable for rethinking how we define "learner" language in academic contexts -- an issue that has been raised in previous discussions on learner proficiency and academic writing as a distinct linguistic domain (e.g., Hyland, 2016a; 2016b). By moving beyond strict L1/L2 binaries and focusing on functional linguistic variation, Goulart's research presents a model that LCR scholars might adopt to explore learner language in more nuanced ways. From this viewpoint, academic writing -- regardless of linguistic background -- can be seen as a dialect without native speakers, aligning this book with broader learner corpus studies.