Building on the empirical findings of the previous chapters, this chapter proposes a knowledge-sensitive pedagogical pathway for integrating Cognitive Discourse Functions (CDFs) into ESP instruction. While advanced ESP learners in our dataset were often able to identify which CDFs are expected in a task, their writing frequently remains constrained by limited control over the grammatical and semantic resources needed to realise these functions in discipline-appropriate ways. To address this challenge, the chapter argues for a multi-layered approach that links CDFs to genre macrostructures, promotes cross-task transfer, and grounds grammar instruction in the explicit teaching of semantic relations that support disciplinary reasoning. Rather than treating CDFs as isolated operations or surface-level discourse labels, the chapter positions them as resources for cumulative knowledge building in ESP contexts characterised by limited instructional time and heterogeneous student profiles. The pedagogical proposals advanced here draw on insights developed throughout the book and are informed by broader sociological accounts of knowledge building in education (e.g., Maton, 2014).