The text emphasizes the critical, yet often overlooked, role of language competence in academic disciplines, asserting that inadequate language skills impede content learning. It highlights the increased need for language awareness due to the prevalence of second-language instruction, driven by socio-political factors. The study introduces disciplinary literacy as a solution to language deficits, linking subject-specific communication needs with the Common European Framework of Reference for Languages (CEFR) levels. It examines the unique language requirements in history, science, and mathematics, proposing a framework that connects disciplinary content to language features, aiming to improve academic language skills in multilingual educational settings.