Academic Writing has achieved a prominent position on political, educational, and scien- tific agendas. In the context of multilingualism, Academic Writing places high demands on the learn- ers, because it does not only serve the production of text and knowledge, but it also should develop the acquisition of discursive and multilingual competences in academic Discourse Communities and facil- itate the peripheral participation in the academic Communities of Practice. Our contribution aims at investigating how learners in Higher Education can acquire the discourse of scientific communities and – at the same time – a target language (L2, L3, Lx). In this context, multilingual competences not only constrain, but also enable academic text and knowledge production. Furthermore, multilingual competences can facilitate linguistic, procedural, and contextual awareness. Our concept of the ‘Dis- course and Action Space’ bridges the widely employed didactic approaches of ‘manuals’ and ‘learning from the Master’, in order to support the simultaneous development of multilingual and academic skills.