Marta Aguilar-Pérez is an associate professor of English for specific purposes and technical communication at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research focuses on professional and academic communication as well as the role of ESP in internationalised universities offering English-medium taught courses and programmes.Balbina Moncada-Comas is an assistant professor of English for specific purposes at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research interests include multimodality, plurilingualism, identity and emotion, and classroom practices in EMI and ESP settings.Dietmar Tatzl is a faculty member of the Institute of Aviation, FH Joanneum University of Applied Sciences, Austria, where he has taught English language courses to aeronautical engineering students for 22 years. His research interests include English for specific purposes, English for science and technology, and engineering education.

In a university context in which ESP seems to be in competition with EMI, this volume is a timely contribution to underscore the limitations of one without the other. As the book chapters highlight, ESP has proven to be the best language support for EMI, and EMI provides the best practice for ESP.

• ContributorsAcknowledgementsPart 1: The Interplay between ESP and EMIChapter 1. Dietmar Tatzl, Marta Aguilar-Pérez and Balbina Moncada-Comas: Introduction to Developing Language Competence through English for Specific Purposes in English-Medium University SettingsChapter 2. Helen Basturkmen: EMI, ESP and EAPChapter 3. Desirée Acebes de la Arada and Monika Woźniak: Over-the-Counter and Prescription English: 'Drug' Interactions between CLIL/EMI and ESP in PharmacyChapter 4. Kornelija Čakarun and Branka Drljača Margić: EMI versus Non-EMI: Students’ Motivation, Expectations and Language ProgressPart 2: Pedagogical Challenges and Innovations in ESPChapter 5. Irene Castellano-Risco: Incorporating a Function-Based Perspective into ESP Classes: A Pilot Experience at a Business English CourseChapter 6. Pavel Zemliansky: Genre-Based Instruction in English in an Engineering Communication Course: An Approach to Course DesignChapter 7. María del Carmen Arau Ribeiro, Tanja Vesala-Varttala, Rita Koris and Ágnes Pál: LSP and EMI Teacher and Student Perspectives on Authentic Assessment Practices at European Universities amid the COVID-19 Crisis and BeyondChapter 8. Balbina Moncada-Comas, Dietmar Tatzl and Marta Aguilar: Conclusion: Finding Common Ground with EMI and Reappraising ESPIndex

Marta Aguilar-Pérez is an associate professor of English for specific purposes and technical communication at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research focuses on professional and academic communication as well as the role of ESP in internationalised universities offering English-medium taught courses and programmes.Balbina Moncada-Comas is an assistant professor of English for specific purposes at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research interests include multimodality, plurilingualism, identity and emotion, and classroom practices in EMI and ESP settings.Dietmar Tatzl is a faculty member of the Institute of Aviation, FH Joanneum University of Applied Sciences, Austria, where he has taught English language courses to aeronautical engineering students for 22 years. His research interests include English for specific purposes, English for science and technology, and engineering education.

In a university context in which ESP seems to be in competition with EMI, this volume is a timely contribution to underscore the limitations of one without the other. As the book chapters highlight, ESP has proven to be the best language support for EMI, and EMI provides the best practice for ESP.

• ContributorsAcknowledgementsPart 1: The Interplay between ESP and EMIChapter 1. Dietmar Tatzl, Marta Aguilar-Pérez and Balbina Moncada-Comas: Introduction to Developing Language Competence through English for Specific Purposes in English-Medium University SettingsChapter 2. Helen Basturkmen: EMI, ESP and EAPChapter 3. Desirée Acebes de la Arada and Monika Woźniak: Over-the-Counter and Prescription English: 'Drug' Interactions between CLIL/EMI and ESP in PharmacyChapter 4. Kornelija Čakarun and Branka Drljača Margić: EMI versus Non-EMI: Students’ Motivation, Expectations and Language ProgressPart 2: Pedagogical Challenges and Innovations in ESPChapter 5. Irene Castellano-Risco: Incorporating a Function-Based Perspective into ESP Classes: A Pilot Experience at a Business English CourseChapter 6. Pavel Zemliansky: Genre-Based Instruction in English in an Engineering Communication Course: An Approach to Course DesignChapter 7. María del Carmen Arau Ribeiro, Tanja Vesala-Varttala, Rita Koris and Ágnes Pál: LSP and EMI Teacher and Student Perspectives on Authentic Assessment Practices at European Universities amid the COVID-19 Crisis and BeyondChapter 8. Balbina Moncada-Comas, Dietmar Tatzl and Marta Aguilar: Conclusion: Finding Common Ground with EMI and Reappraising ESPIndex

Marta Aguilar-Pérez is an associate professor of English for specific purposes and technical communication at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research focuses on professional and academic communication as well as the role of ESP in internationalised universities offering English-medium taught courses and programmes.Balbina Moncada-Comas is an assistant professor of English for specific purposes at the School of Engineering, Universitat Politècnica de Catalunya (BarcelonaTech), Spain. Her research interests include multimodality, plurilingualism, identity and emotion, and classroom practices in EMI and ESP settings.Dietmar Tatzl is a faculty member of the Institute of Aviation, FH Joanneum University of Applied Sciences, Austria, where he has taught English language courses to aeronautical engineering students for 22 years. His research interests include English for specific purposes, English for science and technology, and engineering education.

In a university context in which ESP seems to be in competition with EMI, this volume is a timely contribution to underscore the limitations of one without the other. As the book chapters highlight, ESP has proven to be the best language support for EMI, and EMI provides the best practice for ESP.

• ContributorsAcknowledgementsPart 1: The Interplay between ESP and EMIChapter 1. Dietmar Tatzl, Marta Aguilar-Pérez and Balbina Moncada-Comas: Introduction to Developing Language Competence through English for Specific Purposes in English-Medium University SettingsChapter 2. Helen Basturkmen: EMI, ESP and EAPChapter 3. Desirée Acebes de la Arada and Monika Woźniak: Over-the-Counter and Prescription English: 'Drug' Interactions between CLIL/EMI and ESP in PharmacyChapter 4. Kornelija Čakarun and Branka Drljača Margić: EMI versus Non-EMI: Students’ Motivation, Expectations and Language ProgressPart 2: Pedagogical Challenges and Innovations in ESPChapter 5. Irene Castellano-Risco: Incorporating a Function-Based Perspective into ESP Classes: A Pilot Experience at a Business English CourseChapter 6. Pavel Zemliansky: Genre-Based Instruction in English in an Engineering Communication Course: An Approach to Course DesignChapter 7. María del Carmen Arau Ribeiro, Tanja Vesala-Varttala, Rita Koris and Ágnes Pál: LSP and EMI Teacher and Student Perspectives on Authentic Assessment Practices at European Universities amid the COVID-19 Crisis and BeyondChapter 8. Balbina Moncada-Comas, Dietmar Tatzl and Marta Aguilar: Conclusion: Finding Common Ground with EMI and Reappraising ESPIndex