Navigating Identity Through Language: A Case Study of Translanguaging Practices Among Saudi Arabian Youth in a High School Level Classroom.

Abstract

This study examines the translanguaging practices among teenage learners of English in Saudi Arabia, focusing on their impact on identity construction, academic engagement, and social positioning within multilingual classrooms. Grounded in García and Wei's (2014) translanguaging theory, Norton's (2013) Investment Theory, and Gumperz's (1982) interactional sociolinguistics, this research aims to understand translanguaging's role in shaping language learning, identity formation, and peer dynamics within an educational context. A qualitative methodology, incorporating data collection through interviews, classroom observations, and vignette responses, provides a comprehensive view of language use within a unique sociocultural context. Key findings suggest that strategic translanguaging fosters inclusivity, emotional comfort, and cultural identity, illustrating how multilingual practices contribute to a dynamic and supportive educational environment. The study further provides theoretical implications for sociolinguistics and applied linguistics, highlighting translanguaging as an adaptive and culturally responsive pedagogical tool. Practical recommendations are offered to educators, policymakers, and social media practitioners, advocating for structured translanguaging practices that align with Saudi Arabia's Vision 2030 and promote multilingualism without compromising Arabic cultural integrity.