fostering academic genre knowledge of efl learners throgh content and language integrated learning (clil)

with the advent of the distinctive characterization of academic languagein the past thirty years, there has been atremendous move in the esl/efl world towardsformulatinginstructional techniques compatible with the very nature of these skills. as a part of this effort, this studyinvestigated the role of content and language integrated learning (clil) approach in achieving these ends. the study employed quantitative tools of data collection and analysis. the results of the study revealed that this pedagogical approach is far better than the conventional approaches to the teaching of english for academic purposes (eap) in raising academic genre awareness and thereby fostering writing skills indispensable for learners in the learning context at hand.also,the procedures followed in the investigationprocess have important pedagogical implications in targeting academiclanguage skills across various disciplines.