Translingual practices and academic identity in multilingual higher education contexts

Abstract

This paper investigates translingual practices and their influence on academic identity within higher education settings. It emphasizes a shift from traditional monolingual perspectives towards a more inclusive, plurilingual approach, driven by globalization and the rise of English as a medium of instruction (EMI) and lingua franca (ELF). Focusing on faculty members navigating across multiple languages, the study explores the complexities of translating ideas and concepts between languages and how language choices shape cognitive viewpoints and personal identities. It highlights the importance of mobility and internationalization, which foster viewing languages as flexible repertoires or thresholds rather than fixed national identities. The research specifically examines faculty members who teach in a second language (L2), analysing how their translingual practices influence their professional identities. Employing a qualitative, phenomenological methodology, the study involves interviews with faculty members at a German university to capture their experiences, strategies and perceptions. Findings reveal diverse uses of translingual practices, such as enhancing clarity, expressing emotions, navigating informal interactions and explaining culturally specific concepts. Strategies include simplifying language, reframing ideas, switching to L1 when needed, utilizing online tools and applying translanguaging as a pedagogical method. The interaction between translingual practices and academic identity emerges as a fluid, dynamic process involving identity shaping, social interaction, meaning‐making, power relations and reflexivity. These practices reflect a translingual mindset aligned with the goals of internationalization and the global scientific community. Overall, the study underscores the importance of understanding how translingual practices contribute to identity formation in a rapidly evolving, multilingual higher education landscape.