Davinia Sánchez-García is Associate Professor in English and Linguistics at Complutense University of Madrid (UCM), Spain.Ariadna Sánchez-Hernández is Associate Professor at the Department of English Studies at Complutense University of Madrid (UCM), Spain.Emma Dafouz is Professor of English Linguistics at Complutense University of Madrid (UCM), Spain.

"In this important book some of the most well-known experts in the field investigate what it means to become disciplinary literate. What constitutes disciplinary literacy when two or more languages are involved and what can lecturers do to help their students develop disciplinary literacy? A must for researchers, teachers and professional developers in EMI settings."John Airey, Professor of University Science Education, Stockholm University"This comprehensive volume offers vital insights into the complex landscape of disciplinary literacies in English-medium higher education. Through diverse international perspectives spanning business, engineering, and life sciences, the authors provide critical analysis and practical approaches for navigating academic literacy development across disciplines. Essential reading for educators and researchers in multilingual academic contexts."Angel M. Y. Lin, Chair Professor, The Education University of Hong Kong"Bringing together perspectives from students, lecturers, and professional development, this important and timely book offers a broad, inclusive take on disciplinary literacies across a wide range of English-medium higher education contexts. The chapters together constitute a clear step forward in our understanding of this complex, dynamic and context-sensitive construct."Tom Morton, Honorary lecturer, Universidad Autónoma de Madrid

• Part I: Setting the scene – 1. Disciplinary Literacies in English-medium higher education: An Introduction – Davinia Sánchez-García and Ariadna Sánchez-Hernández; 2. Ways forward in understanding Disciplinary Literacies in English-medium higher education – Emma Dafouz, Julia Hüttner and Ute Smit; Part II: DLs in the classroom: Lecturer and student perspectives and practices – 3. “So far, we haven’t had to write very much. It’s all been multiple choice.” Lecturer and student (emerging) perspectives on disciplinary literacy development in English-medium business programs – Emma Dafouz, Miya Komori-Glatz and Pat Moore; 4. How do students acquire disciplinary literacy? Student and teacher perspectives from master’s courses in the life sciences at a French university – Susan Birch-Becaas and Joanne Pagéze; 5. Making room for biliteracy development in EME programmes: Business and economics students’ perceptions and self-reported practices – Irene Soriano-Flórez; 6. The impact of academic year on EME business students’ views on disciplinary literacy – Elena Orduna Nocito; 7. Extramural English and English-medium education: A binational survey of bachelor students’ views on their academic disciplinary practices – Katharina Ghamarian-Krenn, Verena Grau and Ute Smit; 8. International peer collaboration in group work: Language quality, agency, and problem-solving – Maria Kuteeva and Kathrin Kaufhold; 9. A discipline-based analysis of language needs and challenges encountered in the Turkish EMI context – Dogan Yuksel and Mehmet Altay; 10. Disciplinary biliteracy among Latiné undergraduates in engineering and computer science – Alberto Esquinca and Lidia Herrera Rocha; Part III: Teacher professional development and DLs in English-medium education – 11. Localising experiences of EME development: Accommodating disciplinary oracy at a Swiss bi- and multilingual university – Iris Schaller-Schwaner; 12. Creating synergy in teaching disciplinary literacies in Australian teacher education – Zuocheng Zhang; 13. A plurilingual genre-based approach to academic writing: Guidelines for disciplinary literacy-oriented teacher training in higher education – Guzmán Mancho-Barés, Sarah Khan and Alexandra Vraciu; 14. The elusive notion of disciplinary literacy in a cross-disciplinary context: A purloined letter of sorts – Magnus Gustafsson; 15. Navigating disciplinary literacies in search of beacons and shipping routes: A coda – Christiane Dalton-Puffer.

Davinia Sánchez-García is Associate Professor in English and Linguistics at Complutense University of Madrid (UCM), Spain.Ariadna Sánchez-Hernández is Associate Professor at the Department of English Studies at Complutense University of Madrid (UCM), Spain.Emma Dafouz is Professor of English Linguistics at Complutense University of Madrid (UCM), Spain.

"In this important book some of the most well-known experts in the field investigate what it means to become disciplinary literate. What constitutes disciplinary literacy when two or more languages are involved and what can lecturers do to help their students develop disciplinary literacy? A must for researchers, teachers and professional developers in EMI settings."John Airey, Professor of University Science Education, Stockholm University"This comprehensive volume offers vital insights into the complex landscape of disciplinary literacies in English-medium higher education. Through diverse international perspectives spanning business, engineering, and life sciences, the authors provide critical analysis and practical approaches for navigating academic literacy development across disciplines. Essential reading for educators and researchers in multilingual academic contexts."Angel M. Y. Lin, Chair Professor, The Education University of Hong Kong"Bringing together perspectives from students, lecturers, and professional development, this important and timely book offers a broad, inclusive take on disciplinary literacies across a wide range of English-medium higher education contexts. The chapters together constitute a clear step forward in our understanding of this complex, dynamic and context-sensitive construct."Tom Morton, Honorary lecturer, Universidad Autónoma de Madrid

• Part I: Setting the scene – 1. Disciplinary Literacies in English-medium higher education: An Introduction – Davinia Sánchez-García and Ariadna Sánchez-Hernández; 2. Ways forward in understanding Disciplinary Literacies in English-medium higher education – Emma Dafouz, Julia Hüttner and Ute Smit; Part II: DLs in the classroom: Lecturer and student perspectives and practices – 3. “So far, we haven’t had to write very much. It’s all been multiple choice.” Lecturer and student (emerging) perspectives on disciplinary literacy development in English-medium business programs – Emma Dafouz, Miya Komori-Glatz and Pat Moore; 4. How do students acquire disciplinary literacy? Student and teacher perspectives from master’s courses in the life sciences at a French university – Susan Birch-Becaas and Joanne Pagéze; 5. Making room for biliteracy development in EME programmes: Business and economics students’ perceptions and self-reported practices – Irene Soriano-Flórez; 6. The impact of academic year on EME business students’ views on disciplinary literacy – Elena Orduna Nocito; 7. Extramural English and English-medium education: A binational survey of bachelor students’ views on their academic disciplinary practices – Katharina Ghamarian-Krenn, Verena Grau and Ute Smit; 8. International peer collaboration in group work: Language quality, agency, and problem-solving – Maria Kuteeva and Kathrin Kaufhold; 9. A discipline-based analysis of language needs and challenges encountered in the Turkish EMI context – Dogan Yuksel and Mehmet Altay; 10. Disciplinary biliteracy among Latiné undergraduates in engineering and computer science – Alberto Esquinca and Lidia Herrera Rocha; Part III: Teacher professional development and DLs in English-medium education – 11. Localising experiences of EME development: Accommodating disciplinary oracy at a Swiss bi- and multilingual university – Iris Schaller-Schwaner; 12. Creating synergy in teaching disciplinary literacies in Australian teacher education – Zuocheng Zhang; 13. A plurilingual genre-based approach to academic writing: Guidelines for disciplinary literacy-oriented teacher training in higher education – Guzmán Mancho-Barés, Sarah Khan and Alexandra Vraciu; 14. The elusive notion of disciplinary literacy in a cross-disciplinary context: A purloined letter of sorts – Magnus Gustafsson; 15. Navigating disciplinary literacies in search of beacons and shipping routes: A coda – Christiane Dalton-Puffer.

Davinia Sánchez-García is Associate Professor in English and Linguistics at Complutense University of Madrid (UCM), Spain.Ariadna Sánchez-Hernández is Associate Professor at the Department of English Studies at Complutense University of Madrid (UCM), Spain.Emma Dafouz is Professor of English Linguistics at Complutense University of Madrid (UCM), Spain.

"In this important book some of the most well-known experts in the field investigate what it means to become disciplinary literate. What constitutes disciplinary literacy when two or more languages are involved and what can lecturers do to help their students develop disciplinary literacy? A must for researchers, teachers and professional developers in EMI settings."John Airey, Professor of University Science Education, Stockholm University"This comprehensive volume offers vital insights into the complex landscape of disciplinary literacies in English-medium higher education. Through diverse international perspectives spanning business, engineering, and life sciences, the authors provide critical analysis and practical approaches for navigating academic literacy development across disciplines. Essential reading for educators and researchers in multilingual academic contexts."Angel M. Y. Lin, Chair Professor, The Education University of Hong Kong"Bringing together perspectives from students, lecturers, and professional development, this important and timely book offers a broad, inclusive take on disciplinary literacies across a wide range of English-medium higher education contexts. The chapters together constitute a clear step forward in our understanding of this complex, dynamic and context-sensitive construct."Tom Morton, Honorary lecturer, Universidad Autónoma de Madrid

• Part I: Setting the scene – 1. Disciplinary Literacies in English-medium higher education: An Introduction – Davinia Sánchez-García and Ariadna Sánchez-Hernández; 2. Ways forward in understanding Disciplinary Literacies in English-medium higher education – Emma Dafouz, Julia Hüttner and Ute Smit; Part II: DLs in the classroom: Lecturer and student perspectives and practices – 3. “So far, we haven’t had to write very much. It’s all been multiple choice.” Lecturer and student (emerging) perspectives on disciplinary literacy development in English-medium business programs – Emma Dafouz, Miya Komori-Glatz and Pat Moore; 4. How do students acquire disciplinary literacy? Student and teacher perspectives from master’s courses in the life sciences at a French university – Susan Birch-Becaas and Joanne Pagéze; 5. Making room for biliteracy development in EME programmes: Business and economics students’ perceptions and self-reported practices – Irene Soriano-Flórez; 6. The impact of academic year on EME business students’ views on disciplinary literacy – Elena Orduna Nocito; 7. Extramural English and English-medium education: A binational survey of bachelor students’ views on their academic disciplinary practices – Katharina Ghamarian-Krenn, Verena Grau and Ute Smit; 8. International peer collaboration in group work: Language quality, agency, and problem-solving – Maria Kuteeva and Kathrin Kaufhold; 9. A discipline-based analysis of language needs and challenges encountered in the Turkish EMI context – Dogan Yuksel and Mehmet Altay; 10. Disciplinary biliteracy among Latiné undergraduates in engineering and computer science – Alberto Esquinca and Lidia Herrera Rocha; Part III: Teacher professional development and DLs in English-medium education – 11. Localising experiences of EME development: Accommodating disciplinary oracy at a Swiss bi- and multilingual university – Iris Schaller-Schwaner; 12. Creating synergy in teaching disciplinary literacies in Australian teacher education – Zuocheng Zhang; 13. A plurilingual genre-based approach to academic writing: Guidelines for disciplinary literacy-oriented teacher training in higher education – Guzmán Mancho-Barés, Sarah Khan and Alexandra Vraciu; 14. The elusive notion of disciplinary literacy in a cross-disciplinary context: A purloined letter of sorts – Magnus Gustafsson; 15. Navigating disciplinary literacies in search of beacons and shipping routes: A coda – Christiane Dalton-Puffer.