Abstract
This paper provides an innovative exploration of second language academic writing through the lens of Vivian Cook’s theories, particularly his concept of multi-competence, giving examples and recommendations of how the theory may be applied in the classroom. Initially, the paper discusses Cook’s redefinition of bilingualism and its cognitive impacts, setting the theoretical foundation. It then moves onto the application of these theories in English for Academic Purposes (EAP), highlighting how Cook’s ideas can transform teaching strategies and address the linguistic challenges faced by second language learners. Subsequent sections analyse the role of cultural and linguistic backgrounds in shaping academic writing styles, illustrating Cook’s influence on understanding the dynamic between learners’ first and second languages. The paper progresses by examining specific methodological approaches that can illuminate Cook’s theories, such as the use of keystroke logging to study writing processes in real-time. Finally, it assesses the critical role of collaborative work and peer feedback in EAP, advocating for a balanced approach to instructor and peer review as a linguistically informed foundation to enhance learning outcomes in academic writing.