Abstract
The paper addresses scientific communication in multilingual academic settings by focussing on subject matter instructor pedagogical practices in the trilingual Free University of Bozen-Bolzano. Based on an exploratory analysis of five lectures, it offers a review of communicative strategies applied by instructors to enhance comprehension in L2 and L3 and to ensure student academic and professional socialization. Final considerations are devoted to possible inderdisciplinary cooperation between scholars and teachers operating in the fields of linguistic research, academic teaching and foreign language pedagogy.