INTEGRATING CONTENT AND LANGUAGE IN HIGHER EDUCATION: CHALLENGES IN TEACHING WRITING TO EFL STUDENTS

Abstract

As higher education institutions increasingly adopt English-medium instruction (EMI), teaching academic writing to English as a Foreign Language (EFL) students poses significant challenges. The integration of content and language learning, often promoted under Content and Language Integrated Learning (CLIL), has become a common approach. However, students frequently struggle with producing coherent, critical, and disciplinary-specific writing. This paper explores the main challenges faced by EFL students in academic writing within EMI contexts, including linguistic limitations, insufficient writing strategies, and a lack of disciplinary literacy. It also discusses pedagogical implications and offers recommendations for improving writing instruction in multilingual higher education environments.