Ключевые слова
Аннотация
This article develops a theory-into-practice account of bilingual prompting strategies designed to elicit higher-order thinking—analysis, evaluation, and creation—in English as a Foreign Language (EFL) academic writing. Building on research in translanguaging, cognitive load theory, metacognition, and rhetorical genre studies, it argues that task-embedded prompts that strategically alternate or combine learners’ L1 and English can expand working memory, deepen conceptual access, and stabilize argumentative moves without undermining target-language development. The paper models bilingual prompts as micro-scaffolds that operate at four loci: ideation and problem framing, evidence synthesis and warranting, stance and hedging, and revision-for-transfer.
Библиографические ссылки
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