Abstract
Russian university graduates and academics face significant challenges to become
 full-fledged participants of the global scholarly community. One of the most common, yet
 sometimes overlooked causes of this situation is the lack of disciplinary literacy. Disciplinary
 literacy is defined as the ability to appropriately participate in the communicative practices of a
 discipline. The paper investigates the factors that lead to the expansion of the requirements for
 disciplinary literacy in today’s globalised world. Based on the analysis of literature and their
 own experience of teaching ESAP (English for Specific Academic Purposes) in a pedagogical
 university, the authors put forward the idea that in many cases the best way to tackle the
 problems of disciplinary literacy may be to use elements of the constructivist approach to
 teaching this subject.
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