The volume is devoted to defining the notion of “specialised languages,” and to presenting problems and dilemmas encountered by foreign language teachers, whose duty is to provide students with language education with elements of specialised knowledge. The texts collected in this book are the effects of experiences of practising teachers dealing with glottodidactics. Working in various educational contexts, the authors are foreign language teachers at higher education institutions or at modern philology departments of higher education institutions. This collection of texts written by teachers-glottodidacticians shows their reflections, knowledge, and practical experiences in teaching specialised languages – the expressions of their own explorations.The editors believe that this volume will become not only a source of knowledge and ideas how to cope with teaching specialised languages, but also an inspiration for further searches of teaching methods and techniques that are more motivating, effective, varied, and able to go beyond the curriculum of a language course, realised by means of less traditional didactic materials.