THE ROLE OF TRANSLANGUAGING PRACTICES IN THE CONSTRUCTION OF IDENTITY AMONG BILINGUAL LEARNERS: A MIXED-METHODS STUDY IN THE ELT CONTEXT

This article examines the role of translanguaging pedagogy in the construction of identity among bilingual learners within the context of English Language Teaching (ELT) from both theoretical and empirical perspectives. Translanguaging, grounded in the principle of a “unitary linguistic repertoire” articulated in contemporary applied linguistics by Ofelia García and Li Wei, departs from the monoglossic paradigm that conceptualizes languages as discrete and autonomous systems. The study seeks to determine the impact of the systematic implementation of translanguaging strategies in ELT classrooms on learners’ linguistic investment, participatory engagement, and academic achievement. Methodologically, a mixed-methods research design was employed, integrating quasi-experimental quantitative analysis with qualitative discourse and thematic analyses. Quantitative findings revealed measurable dynamics in identity-related investment indicators and academic performance, whereas qualitative data demonstrated that translanguaging practices reinforce processes of identity negotiation through mechanisms of legitimization, positioning, and emotional safety. The results indicate that a translanguaging space enables learners to recognize themselves as competent multilingual subjects and reduces psychological barriers to academic participation in English. The findings substantiate the necessity of conceptualizing translanguaging in ELT practice not as an alternative to the “English-only” principle, but as a pedagogical resource that supports learner agency, sociocultural capital, and academic identification. Furthermore, the study emphasizes that the sustainable implementation of translanguaging requires alignment among linguistic ecology, educational policy, and assessment frameworks.