This book provides a comprehensive view of the current needs of specific discourse communities and recent teaching approaches towards professional communication, drawing on disciplinary researchers in various fields within the English-medium instruction (EMI) context. To prepare students to become effective communicators, content-subject teachers need find ways to equip their students with professional communication skills. This implies that students require not only fundamental abilities in English speaking, but also knowledge in presenting content knowledge in their respective disciplines. This volume gathers contributions examining the current approaches to teaching professional communication in EMI contexts from a discourse perspective. The chapters, with contributions from Hong Kong, Italy and Spain, map out how meanings are negotiated against the complex background of the post-pandemic world and the increased attention to digital literacy and online teaching and learning settings.This volume gathers contributions examining the current approaches to teaching professional communication in EMI contexts from a discourse perspective. The chapters, with contributions from Hong Kong, Italy and Spain, map out how meanings are negotiated against the complex background of the post-pandemic world and the increased attention to digital literacy and online teaching and learning settings.