The growing demand for English communication in academic and professional settings has highlighted the importance of teaching English for Specific Purposes (ESP), which combines language learning with disciplinary knowledge. This study investigated the scaffolding techniques in communicative ESP teaching in the multidisciplinary university contexts in South Tangerang, Indonesia. This qualitative case study was conducted using data collected from ESP lecturers and undergraduate students in four academic disciplines, namely Law, Management, Computer Science and Communication Studies, through classroom observations, semi-structured interviews and document analysis. The data were thematically analysed to identify key scaffolding practices and their effect on communicative learning. Findings showed that lecturers used a variety of scaffolding strategies, including bridging prior knowledge, contextualising disciplinary content, modelling language use, guided interaction, collaborative learning and gradual release of responsibility. These practices helped students from diverse disciplinary backgrounds engage more in communicative tasks, feel more confident using English, and make meaningful connections between disciplinary knowledge and language learning. Students in Law discussed legal concepts and case analysis; Management students discussed business communication; Computer Science students discussed technical processes and digital technologies; and Communication Studies students discussed media and interpersonal communication skills. Scaffolding across disciplines helped develop communicative competence and participation in discipline-specific English interactions. The results showed that scaffolding effectively bridges language learning and disciplinary knowledge in multidisciplinary ESP classrooms. The findings provide qualitative evidence from Indonesian higher education and practical implications for ESP pedagogy to enhance communicative competence through scaffolded instruction.
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