With university student populations becoming ever more diverse across the globe, it has become increasingly difficult for educators to presume that all students possess the necessary knowledge and skills in academic literacy to succeed in their academic studies. This timely book presents the argument for embedding academic literacies in higher education degree curricula. It supports an inclusive approach to student academic language development, where all students stand to benefit from instruction in the literacy practices specific to their disciplines. The book is split into two parts, with the first providing a number of thought-provoking perspectives on different aspects and interpretations of embedding. The second part provides a set of case studies that serve both to highlight how various theoretical frameworks inform different approaches to embedding, and to illustrate the real-word affordances and constraints at play that act as determinants of the shape, extent and success of embedding initiatives.