This study aims to answer the question how Greek undergraduate students - who are required to read lots of specialised materials in English and use the knowledge they acquire in their Greek parallel classes and/or write essays in English in Erasmus schemes - can achieve a good use of scientific discourse in an ESP/EAP course. Issues of interdisciplinarity, ‘inter-scientificity’ and culture involved in designing an ESP/ EAP course taught at a Greek university are also addressed. First, this paper identifies and defines ‘inter-scientificity’ in English and Modern Greek, which is one of the most problematic areas of interdisciplinary fields - such as Geography, Cultural Technology and Communication, Social Anthropology and History, Sociology and Marine Sciences. Second, it provides six examples of the interrelationship between ‘inter-scientificity’ and intercultural competence and discusses how ‘inter-scientificity’ can be incorporated in ESP/EAP teaching so that Greek undergraduate students of any field can reach a good use of specialized language across disciplines in English and Greek. Finally, drawing on her eighteen-year teaching experience, the writer would claim that an ESP/EAP teacher at a Greek University should not only use his/her knowledge of specialized English and Greek but also be familiar with methodologies of Translation Studies and Lexicography.
Key words: ‘glocal’, ‘glocalisation’, unidirectional transfer, reverse unidirectional transfer, bidirectional transfer, directionality, interdisciplinarity ‘inter-scientificity’, ‘reverse interscientificity’ ‘evolving’ bilingualism, polysemy, polysemes.