A Discourse Analysis of Translanguaging as a Pedagogical Facilitator in Online Classrooms: Investigating the Representation of Multilingual Identities in Synchronous Academic Interactions

The rapid expansion of online education has significantly reshaped language teaching practices, particularly in multilingual academic contexts where learners bring diverse linguistic repertoires into synchronous virtual classrooms. Within this evolving landscape, translanguaging has emerged as a key pedagogical and discourse-oriented concept that challenges monolingual ideologies and reconceptualizes language as a fluid and dynamic resource for meaning-making, identity construction, and interaction in digital environments. This study aims to analyze translanguaging as a discourse-driven pedagogical facilitator in synchronous online classrooms and to investigate how it contributes to the representation and negotiation of multilingual identities in academic interactions. The study adopts a discourse-analytic and integrative literature review approach. Relevant theoretical and empirical studies on translanguaging in online education, multilingual discourse, and digital pedagogy were systematically examined. The analysis focuses on interactional patterns, language alternation practices, identity construction processes, and the mediating role of digital technologies in synchronous classroom discourse. The findings indicate that translanguaging operates as more than a communicative strategy; it functions as a cognitive, pedagogical, and identity-oriented mechanism in online classrooms. Learners strategically draw on their full linguistic repertoires to enhance comprehension, maintain interactional coherence, and facilitate collaborative knowledge construction. Translanguaging practices also contribute to increased learner participation, reduced language anxiety, and improved engagement in synchronous academic interactions. Furthermore, digital environments provide multimodal translanguaging spaces that enable learners to negotiate and perform multilingual identities dynamically through speech, writing, and other semiotic resources. The study concludes that translanguaging plays a central role in enhancing pedagogical effectiveness and fostering inclusive multilingual learning environments in online education.

کلیدواژه ها:

Translanguaging ، Discourse Analysis ، Online Education ، Multilingual Identity ، Synchronous Interaction