This collection offers a holistic overview of disciplinary literacies (DLs) in English-medium higher education (EME), with chapters employing a wide range of methodological approaches and data sources to illustrate the importance of a focus on DLs in facilitating positive outcomes for student learning.

The volume puts explicit emphasis on DLs within the context of EME, here understood as the skills and resources necessary for developing complex disciplinary knowledge, particularly in light of increased globalization and the internationalisation of high-pressure academic and professional environments. The book takes a tripartite perspective, exploring the perspectives of students, lecturers, and teacher educational developers. This approach allows for a better understanding of both lecturers’ and students’ views on DLs, the classroom practices employed in the teaching and learning of DLs, and ways forward for enhancing teacher professional development programs to raise greater awareness of subject-specific needs and in turn, the significant role DLs can play in setting up students for success in and beyond the classroom.

This book will be of interest to students and scholars in applied linguistics, TESOL, teacher education, and language education, as well as stakeholders in teacher education development programs.