Recent reforms in European higher education, including the Bologna process, internationalisation, and the expansion of English-medium instruction (EMI), have reconfigured the curricular positioning of English for Specific Purposes (ESP). This chapter examines how these developments reshape ESP provision by relocating responsibility for academic language development, intensifying learner heterogeneity, and rendering academic discourse practices less visible within degree programmes. Focusing on the relationship between EMI and ESP, uneven student preparedness for academic work in English, and the compression of foundation-level ESP, the chapter identifies institutional responsibility gaps and epistemic consequences for access to disciplinary meaning-making. It argues for renewed attention to the explicit development of academic language and disciplinary rhetorical resources within ESP in contemporary higher-education contexts.