As part of the restructuring of German universities since the 1990s, issues in higher education teaching have been repeatedly discussed. In many cases, however, a solid understanding of what actually occurs in the daily interactions between educators and students has not formed the basis of these discussions. This volume aims to explore specific problem areas and the possibilities of teaching-learning processes in higher education from the perspective of Applied Linguistics, moving beyond media clichés and political motives. Both written and oral forms of dialogue between educators and students are considered through authentic data. Didactically oriented follow-up considerations based on empirical studies represent a step that linguistic concepts often fail to address.