The integration of Content and Language Integrated Learning (CLIL) in history courses offers new opportunities and challenges for developing students’ writing skills in English. History, as a content-rich and interpretation-driven subject, requires learners to engage in sophisticated academic writing that combines factual accuracy, critical thinking, and structured argumentation. This paper explores effective pedagogical strategies for teaching writing in CLIL-based history courses, focusing on the development of genre awareness, scaffolding techniques, and interdisciplinary collaboration. Drawing on recent research in language and content integration, the study emphasizes how well-designed instructional practices can enhance both historical understanding and academic literacy among EFL students.

CLIL, history education, writing instruction, academic literacy, EFL, genre-based pedagogy, scaffolding strategies

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