of Ira Mutiaraningrum.
Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
SriJournal Lestari.
Sulaiman Article received Article accepted Published English Language Teaching Innovations and Materials : 21st January 2026 : 1st April 2026 : 1st April 2026 (Jelti.
Vol.
April Strategic Translanguaging Patterns in Asynchronous Vocational ELT Discussions: A Qualitative Case Study Ira Mutiaraningrum1.
Urai Salam2.
Made Wahyu Mahendra3.
Arif Nugroho4.
Sri Lestari5.
Sulaiman6 1Agribusiness Department.
Politeknik Negeri Sambas.
West Kalimantan - INDONESIA 2Doctoral Program of Education.
Universitas Tanjungpura.
West Kalimantan - INDONESIA 3Department of Language and Literacy in Education.
Universiti Malaya.
Kuala Lumpur MALAYSIA 4Department of English Education.
Universitas Islam Negeri Raden Mas Said Surakarta.
Central Java - INDONESIA 5Primary School Teacher Education Program.
Universitas PGRI Madiun.
East Java Ae
INDONESIA
6School of Humanities.
Social Sciences and Law.
University of Dundee.
Dundee Ae UNITED
KINGDOM
*Corresponding Author ipoltesa@gmail.
The authors declare no conflict of interest Abstract This study aims to explore how technology-mediated pedagogical translanguaging practices serve as a space for meaning-making in online discussion forums through Google Classroom.
It focuses on how vocational students construct meaning during online discussions by strategically mobilizing multilingual resources to negotiate ideas with peers.
Employing a qualitative case study approach, this study focused on how Indonesian vocational college students constructed meaning.
This study involves a thread of 114 comments discussed by 24 7th-semester students from the Fisheries and Maritime Agribusiness Study Program at a vocational college.
The data collected were excerpts from the online discussion forum.
They were analyzed using thematic analysis through a translanguaging lens.
This study reveals that translanguaging functions as a pedagogical rationality, as it occurs functionally to explain concepts, negotiate ideas, and express stance during discussions.
Students generally use English to express formal feelings, self-assess, discuss abstract concepts, and use general terms.
Bahasa Indonesia explains processes and difficulties, concretize English concepts, and construct sentences that show cause-and-effect relationships.
Meanwhile.
Malay is used to express personal feelings and to affirm student identity.
It also serves as a language of persuasion Journal of English Language Teaching Innovations and Materials (Jelti.
, 8.
, 1Ae17 e-ISSN 2657Ae1617 Ira Mutiaraningrum.
Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman and a marker of everyday fluency.
Translanguaging as a pedagogical resource in a vocational ELT context serves distinct communicative and cognitive roles in a technology-mediated environment.
This study contributes to translanguaging research by demonstrating how multilingual resources function strategically in vocational ELT within asynchronous digital environments.
Keywords: meaning making.
mediated learning.
vocational students How to cite this paper: Mutiaraningrum.
Salam.
Mahendra.
Nugroho, .
Lestari.
, & Sulaiman.
Strategic translanguaging patterns in asynchronous vocational ELT discussions: A qualitative case study.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 8.
, 1 Ae 17.
http://dx.
org/10.
26418/jeltim.
A 2026.
This work is openly licensed via CC BY 4.
Translanguaging combines various language repertoires according to the needs of the context and communication (Kubota, 2.
Translanguaging is a concept in language learning that involves deliberate planning and using two or more languages during the learning process to help students understand (Cenoz & Gorter, 2.
It is a fluid language practice in language shift used to construct understanding (Garcya, 2009, 2017.
Tai, 2023.
Scholars have divided translanguaging into pedagogical and spontaneous translanguaging (Cenoz & Gorter, 2.
, pedagogic and non-pedagogic translanguaging (Paulsrud, 2.
, and teacher-directed and pupil-directed translanguaging (Jones, 2.
Translanguaging is an integral part of helping students maximize their linguistic repertoire to make meaning through language combinations (Garcya & Li, 2.
Linguistic resources used by multilingual speakers are not treated as a deficiency (Cenoz & Gorter, 2020a, 2020.
Translanguaging space is an interactional space where students can mobilize multiple repertoires for meaning-making (Li, 2.
It fosters students' full linguistic and multimodal abilities for meaning-making (Feller, 2022.
Li, 2.
Multilingual speakers shuttle between languages and treat their entire repertoire as an integral system (Canagarajah, 2.
Pedagogical translanguaging opens up opportunities to improve language learning and awareness (Cenoz & Santos, 2.
It has proven to be an effective pedagogical practice in educational contexts where the language of instruction differs from learners' native language (Wei, 2.
Studies have found that translanguaging endorses dynamic and inclusive learning environments (Garcya & Li, 2.
Speakers dynamically combine language, visual cues, and various modes to make English language learning interactions easy to understand and inclusive (Umam et al.
, 2.
Translanguaging enhances studentsAo understanding of language across educational levels (Canagarajah, 2.
The Journal of English Language Teaching Innovations and Materials (Jelti.
, 8.
, 1Ae17 e-ISSN 2657Ae1617 Ira Mutiaraningrum.
Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman translanguaging space enables lecturers to deliver material and language effectively, encourage active participation, maintain student motivation, and reduce anxiety (Tai & Choi, 2.
It also influences speakers' linguistic identities, enabling fluidity in linguistic identity (Dikilita, 2.
Translanguaging also challenges the hierarchy of native-speakerism, where native-like English does not determine authority.
It recognizes speakers' multiple repertoires as a legitimate resource for meaning-making (Hiratsuka, 2.
It disrupts the assumption that native English-speaking teachers (NNEST.
are the sole ideal model of English (Hiratsuka et al.
, 2.
The term "technology-mediated" in this study means that the learning process occurs through and is aided by technologyAitechnology-mediated pedagogical translanguaging refers to translanguaging pedagogical strategies carried out through digital technology media/tools.
Technology helps English language learning become systematic, functional, and aligned with work needs (Huang & Sun, 2.
Contributing ideas is more important than language accuracy in the digital communication ecosystem.
Previous studies have integrated translanguaging and technology.
Godwin-Jones .
has discussed the potential of teaching less commonly taught languages by integrating plurilingualism and AI-powered resources.
Waluyo and Rouaghe .
also investigated the role of artificial intelligence in student-initiated translanguaging in English language teaching.
Tai .
employed a technology-mediated translanguaging space to improve students' intercultural competence in English medium instruction (EMI) classes.
In 2024.
Tai .
investigated how teachers create a translanguaging space in synchronous small-group tutorials.
In the same year.
Tai and Wei .
investigate how iPad-borrowing students' spatial and semiotic repertoires are used in an EMI class.
Sun .
explored how the combination of the DingTalk platform and translanguaging pedagogy enhances students' grammatical skills.
Translaguaging is also used as a means for students to utilize language and technology effectively in virtual communication environments (Ou et al.
, 2.
Vocational teaching contexts are inherently multilingual and translingual, as they are oriented toward practice and real tasks.
Thus, monolingual dominance in ELT is not in line with vocational ELT training requirements.
Diverse linguistic resources, knowledge, and cultural experiences were not utilized because of the use of the dominant language (Bisai & Singh, 2.
Translanguaging is crucial in vocational colleges, as their students come from more heterogeneous socio-linguistic backgrounds than those in academic They have high practical competence but limited academic English They do not always have academic English capital but do have experiential capital, such as internships, informal work, and industrial practice.
Vocational colleges operate on procedural and tacit knowledge, where learning by doing is the norm.
They use English as a tool rather than as an object of study.
Meaning-making occurs flexibly when students use multiple linguistic resources Journal of English Language Teaching Innovations and Materials (Jelti.
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Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman to create meaning.
Thus, translanguaging is an excellent opportunity for students to access, negotiate, and construct their learning (Jiang & Zhang, 2023.
Rajendram, 2.
It enhances intelligibility (Yyzly & Dikilita, 2.
, task completion (Simatupang, 2.
, and learning efficiency (Luo & Sun, 2.
, which aligns with the nature of skill-based learning.
Although translanguaging research has been extensively studied in bilingual and multilingual classrooms, its pedagogical role in vocational colleges, particularly in asynchronous technology-mediated online discussion, remains This gap is even more visible in Indonesian ELT contexts, where students routinely mobilize multiple linguistic resources during their study.
In response to this gap, this study examines how pedagogical translanguaging is enacted in a technology-mediated vocational ELT context.
This is why this study uses the term Aumeaning-makingAy to refer to the way students in this study mobilize multilingual resources such as English.
Bahasa Indonesia, and Sambas Malay to clarify concepts, explain processes, express stances, and negotiate ideas.
In this study, practices serve as a space for meaning-making in online discussion forum.
This study is guided by a research question: How is pedagogical translanguaging enacted to support studentsAo meaning-making in technology-mediated online discussions in a vocational ELT context? METHOD Design and Context This study examines an online discussion thread as a site of meaningmaking to explore how translanguaging supports meaning negotiation in a vocational ELT context in West Kalimantan.
Indonesia.
This qualitative case study focuses on an online discussion in the context of vocational ELT where students are directed to practice translanguaging.
This study positions the pedagogical function of translanguaging in meaning-making, rather than measuring translanguage frequency or accuracy.
We adopt a case study design to prioritize in-depth examination of how translanguaging is enacted rather than quantifying its occurrence.
We did not measure how often translanguaging occurs or measure the percentage of English.
Bahasa Indonesia, or Malay usage.
In addition, this case is a bounded system that examines the research context within a single course, a single assignment type, and a single online discussion The thread is treated as a bounded interactional event.
Thus, case study is considered the most appropriate design for answering the research question.
Participants This study involved 24 seventh-semester students from the Fisheries and Marine Agribusiness diploma program at a vocational college in West Kalimantan.
Indonesia.
They were enrolled in an English course.
This cohort was selected because they were enrolled in an English course, which provided a Journal of English Language Teaching Innovations and Materials (Jelti.
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, 1Ae17 e-ISSN 2657Ae1617 Ira Mutiaraningrum.
Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman relevant setting to observe how they engage in English learning activities.
The participants were approximately 20Ae22 years old.
These students had a multilingual background with Sambas Malay as their L1.
Samba's borders Malaysia, so the language used is also Malay.
The students in this study were fluent in Malay and Bahasa Indonesia.
Their levels in one class varied from A2 to B2, as observed from their scores in studentsAo English proficiency test administered by the universityAos language center.
Before the study, the students completed an informed consent form, ensuring their names were anonymized.
Data Collection Procedure The data source in this study was student posts and comments in a thread on an online discussion forum in Google Classroom.
Before participating in the discussion, students had completed a project to create posters and infographics on marine sustainability.
The instructions in the thread were to discuss their experiences creating infographics/posters on sustainable fisheries and the marine environment.
The instructions in Google Classroom also provided detailed guidance to ensure the discussion focused on the initial objectives depicted in Figure 1.
The Figure shows the screenshot instructorAos prompt used in the online discussion forum in Google Classroom.
Students were asked to reflect on their experience in creating an infographic and poster project from the previous week.
They were required to discuss whether small actions, such as rising awareness of environments on social media, contribute to sustainability.
Online Discussion: Your experience making infographic/poster about sustainable fisheries & marine environment Question/Pertanyaan What did you learn or feel after making your infographic/poster? Any benefits, new skills, or challenges? Apa yang kalian pelajari atau rasakan setelah membuat infografik/poster itu? Ada manfaat, keterampilan baru, atau tantangan? In your opinion, can small actions like creating and sharing posters or infographics on social media really make an impact for sustainability? Why or why not? Menurut kalian, apakah langkah kecil seperti membuat dan membagikan poster atau infografik di media sosial bisa berdampak untuk keberlanjutan? Kenapa iya atau kenapa tidak? 114 Class Comments Figure 1.
Discussion Instruction in the Google Classroom Thread The Google Classroom discussion took place over four sessions, from November 8 to December 6.
There were three threads, and this thread was one of them.
We did not conduct a broader comparison across multiple threads.
Concentrating on a single thread allows for a more in-depth analysis of studentsAo interactional practices and meaning-making process.
The discussion was conducted asynchronously as a supplementary learning practice that supported the classroom learning process.
Instructions for translanguaging were given Journal of English Language Teaching Innovations and Materials (Jelti.
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Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman Students were allowed to shift between languages during the Students were also asked not to use artificial intelligence and translation tools.
Students used online forums to discuss the material in the many languages they know, according to their needs.
The available data consisted of 114 class comments in the thread.
All comments were archived without language The first author of this paper is the course instructor who facilitated the online discussion activity in the Google Classroom forum.
While the researcher designed the learning task and monitored the discussion, the analysis focused on naturally occurring student comments without modifying or correcting the original posts.
The data in this study consisted of learner-initiated, task-driven The excerpts show that the comments were largely spontaneous within technology-mediated learning.
Lecturers explicitly encouraged translanguaging but did not regulate when to use which language.
Students' languages emerged naturally in forum reflections.
The excerpts show that translanguage occurred within a single sentence.
These patterns emerged for reflection and explaining task experiences.
Thus, all translanguaging data in this study were emergent rather than designed.
Data analysis Data analysis in this study employed thematic analysis through a translanguaging lens.
It focuses on the function of language use, not on grammatical structure or the quantification of utterances.
Therefore, we only focused on comments that were relevant to the studyAos focus on translanguaging practices in meaning.
Those that were unrelated to the discussion prompt were not included in the analysis.
Each student's contribution appeared as an individual comment.
therefore, segmentation was not required.
Thus, each posted comment was treated as a unit of analysis.
114 comments represent the total amount of data analyzed.
However, the analysis was conducted qualitatively through thematic analysis, which focused on the meaning and patterns of language use within the context of student responses, rather than on measuring the frequency of language occurrence or the numerical distribution of each theme.
Therefore, the quotes in the findings section were selected as representative examples illustrating the translanguaging patterns emerging in the data, rather than to indicate proportions or statistical distributions.
The focus of the analysis is .
Translanguaging for affective meaningmaking, .
Translanguaging for task-related meaning-making, and .
Technology-mediated translanguaging and student voice.
These categories emerged from the data, rather than being imposed.
The procedures for data analysis included data familiarization, initial code generation, theme searching, potential theme review, theme naming, and data interpretation and reporting (Braun & Clarke, 2.
We focused on rereading the data, grouping excerpts by meaning function, selecting representative quotations, and peer debriefing to Journal of English Language Teaching Innovations and Materials (Jelti.
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Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman ensure the validity of the findings.
The coding and interpretation process involved an initial round of coding that was reviewed through discussion among researchers to reach agreement on the emerging themes.
To reduce interpretive bias, the analysis focused on the textual evidence from the discussion comments and involved peer debriefing during the coding process.
FINDINGS
We present our findings in three subsections to elaborate on translanguaging as an approach for affective meaning-making, task-related meaning-making, and students' voices.
The excerpts are coded E01-E15, while the students in the study are coded S1-S24.
Translanguaging for Affective and Experiential Meaning-Making Students expressed feelings of happiness, pride, excitement, confusion, and challenge while working on the project and shared these feelings in the online discussion forum through translanguaging.
They constructed meaning from their personal experiences by creating infographics and posters on sustainable fisheries and the marine environment.
Excerpts from the online discussion forum that demonstrate affective and experiential meaning-making.
To facilitate comprehension, each excerpt is formatted in underlined italics (Bahasa Indonesi.
, bold (Mala.
, and standard font (Englis.
E01.
E02, and E03 demonstrate how S1.
S9, and S13 expressed feelings of joy, satisfaction, and pride after completing the infographic, despite initially finding it difficult to generate ideas and designs.
Meanwhile.
E14 describes how proud she is of completing the task and gaining new experiences.
In addition.
S3 (E.
saw the creation process as a challenge that also shaped their learning They shared.
AuHonestly.
I felt excitide and pround waktu sudah finish buat infographic iye.
Initially like itAos hard mencari data, design color, dengan atur writing supaye intersting.
Ay (Honestly.
I felt excited and proud when I finished making the infographic.
Initially, it was difficult to find data, design colors, and arrange the writing to make it interestin.
E01-S1
AuAfter make infographic or poster.
I merasa very happy, because mendapat ilmu baru.
Ay (After making an infographic or poster.
I feel very happy because I have gained new knowledg.
E02-S9
AuWhen I finished my infographic.
I felt really happy and satisfied.
Awalnya agak bingung cari ide dan nyesuain warna.
Ay (When I finished my infographic.
I felt really happy and satisfied.
At first.
I was a bit confused about finding ideas and adjusting the color.
(E03-S.
Journal of English Language Teaching Innovations and Materials (Jelti.
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Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman AuSaya setuju, it's an amazing feeling to gain new knowledge and experienceA tapi itok aku bise, and that's something I'm proud of.
Ay (I agree, it feels great to gain new knowledge and experience.
can do it, and that's something I'm proud o.
E04-S14
Auyang I rasakan, when I made a poster dan infografik.
I ngerasa challenged pas bikinnyay (What I felt was that when I made a poster and infographic.
I felt challenged while making the.
E05-S3
In the excerpt.
English appears when students produce sentences that appear more 'formal' or 'academic', as seen in "Honestly.
I felt excited and proud .
and "I felt really happy and satisfied .
Bahasa Indonesia was used when describing more complex matters, such as the process they followed during the project and the technical difficulties they encountered.
This can be seen in the sentence ".
was difficult to find data, design colors, and arrange the writing to make it interesting.
Malay appears a little, mostly in short and spontaneous expression, such as ".
but I can do it .
" Malay emerged as the most natural style compared to their expressions in English and Bahasa Indonesia.
Translanguaging for Task-Related Meaning-Making Translanguaging was observed when students express what needs to be done, explain the process of completing a task, name the skills learned, overcome technical difficulties, and show that the task has been completed.
In this theme, students are seen articulating vocational procedural knowledge without having to force complete English terminology.
In Excerpts E06-E09, some participants of the study (S1.
S7.
S17.
reflect on their experience with task-related meaningmaking through visual communication in the poster to convey a message and spread information.
They described.
AuBut dari sie I study much about cara communicate information Manfaatnya.
I am so bisa mengatur layout lebih rapi dan study menggunakan aplikasi seperti Canva.
Ay (But from that.
I learned a lot about how to communicate information clearly.
As a result.
I am now able to organize layouts more neatly and study using applications such as Canv.
E06-S1
Ausaya belajar how to organize information visually supaya pesan lebih jelas dan mudah dipahami.
Ay (I learned how to organize information visually so that messages are clearer and easier to understan.
E07-S7
AuSaya learned a lot about neat layouts using Canva, which really improved my visual komunikasi kemampuanAAy (I learned a lot about neat layouts using Canva, which really improved my visual communication skill.
E11-S14
Journal of English Language Teaching Innovations and Materials (Jelti.
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Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman AuI also improved my design skill, like choosing the right color and layout biar pesan lebih jelas.
Ay (I also improved my design skills, such as choosing the right colors and layout so that the message is cleare.
E08-S17
AuSetelah I make infographic.
I jadi know what and bagaimana infographic yang baik serta how menyajikan datay (After I made the infographic.
I came to understand what a good infographic is and how to present dat.
E09-S10
AuTantangan yang I hadapi of course tentang pencarian informationA dan editing yang kurangAAy (The challenges I faced were, of course, finding information.
and poor editin.
E10-S10
English appears when students express abstract concepts or skills, such as I learned a lot about how to communicate information clearly" and ".
how to organize information visually.
").
English was used to label knowledge, not to tell long stories.
Bahasa Indonesia was used to elaborate on the English concepts mentioned earlier.
Students used Bahasa Indonesia to explain purposes and functions, such as ".
so that messages are clearer and easier to understand" and ".
and poor editing.
" It is implied that Bahasa Indonesia was used to explain or bridge the explanation.
Malay still appeared a little, as the most neutral connector ".
from there .
It appeared as a marker of everyday fluency.
Technology-Mediated Translanguaging Data show that students articulate their opinions, interact, agree, and evaluate other people's ideas in online discussion forums.
These interactions were expressed using more than one language.
As excerpted in E12-E14, three students (S1.
S13, and S.
argue that visual media such as posters and infographics can be an effective means of increasing public awareness of the importance of protecting the environment.
E15 shows how S4 believes that small efforts through content creation can have a positive impact.
They explained.
AuOne poster bisa for people lain sadar pentingnya menjaga environment.
Ay (One poster can make other people aware of the importance of protecting the environmen.
E12AeS1 AuDengan share infografik di social media, kita bisa spread awareness ke banyak orang.
Ay (By sharing infographics on social media, we can spread awareness to many peopl.
E13-S13
AuDengan buat infografikA can membawa dampak yang positif for banyak people.
Ay (Creating infographics can have a positive impact on many peopl.
E14-S10
Journal of English Language Teaching Innovations and Materials (Jelti.
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Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman AuKite bise make langkah kecil untuk menyadarkan people kalau menjaga alam itu really important.
Ay (We can take small steps to make people aware that protecting nature is really importan.
E15-S4
English is used to refer to general concepts.
The English used consists of standard vocabulary such as ''environment'' and ''people''.
Meanwhile.
Bahasa Indonesia was used to construct sentences and explain cause and effect, such as:
"By sharing infographics on social media .
Meanwhile.
Malay was used for more personal, persuasive sentences, such as 'We can.
DISCUSSION
This study found that translanguaging created a space for meaning.
The findings of this study showed that students did not translate English.
Indonesian, and Malay at random.
English was used to express formal feelings, selfassessment, abstract concepts, or general terms.
Bahasa Indonesia was used to describe processes and difficulties, to concretize the concepts previously mentioned in English, and to explain cause and effect.
Malay was used to emphasize more personal feelings, showing students' personal identities.
Malay was also used as an invitation and as a marker of everyday fluency.
Translanguaging created a space for meaning-making (Li, 2.
It removes rigid boundaries between languages and replaces them with flexible ones, allowing students to use the language they are most comfortable with (Cenoz & Gorter, 2.
Students involved in this study use English to name concepts, skills, and technical terms.
They prefer Bahasa Indonesia to explain processes, objectives, and relationships between meanings.
Meanwhile.
Malay emerged as a natural language.
This study reveals that translanguaging functions affectively and experientially, is task-related, and opens up space for student participation, giving them a voice.
Meaning-making occurs at the level of how-to knowledge.
Vocational students in this study naturally mobilize English.
Bahasa Indonesia, and Malay to meet the task's demands.
Translanguaging does not arise by chance but is a response to the need to make meaning in discussions.
Students use Bahasa Indonesia to tell long stories because Bahasa Indonesia is the dominant language on campus.
They feel more comfortable using the language of instruction on This aligns with Ossa Parra and Proctor .
, who argue that translanguaging supports students in negotiating complex concepts by maximizing their full linguistic abilities.
However, the findings indicating that students are comfortable using Bahasa Indonesia to explain complex processes and elaborate abstract concepts show that they rely on their native language.
Excessive reliance on the native language may inhibit students' English language acquisition by hindering the development of critical cognitive abilities (Xin & Yap, 2.
Therefore, students should be encouraged to use L1 when necessary.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 8.
, 1Ae17 e-ISSN 2657Ae1617 Ira Mutiaraningrum.
Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman not because of language limitations.
All in all, translanguaging practice is expected to position the native language as one that supports rather than hinders foreign language acquisition, rather than hindering it through 'inertia' .
Technology-mediated pedagogical translanguaging prioritizes meaningmaking over linguistic rules, as it focuses on conveying ideas and completing Meaning-making is directed towards completing tasks, not towards demonstrating linguistic accuracy.
It is not about using one language in isolation, but about how these languages are used together and interconnected (Umam et , 2.
Communication is directed towards being 'intelligible' rather than 'linguistically correct' (Im et al.
, 2.
Meaning-making in technology-mediated pedagogical translanguaging aligns with practical, functional vocational ELT.
Technology shapes how, when, and why translanguaging occurs.
Technologymediated pedagogical translanguaging enables translanguaging to work in Technology mediates translanguaging by determining the communication mode .
ritten and asynchronou.
and increasing the visibility, which ultimately influences when and how participants use L1 strategically.
Online discussion forums provide a safe space for students to reflect and voice their experiences (Gunasekara et al.
, 2.
It becomes an ecological response to vocational tasks since online discussion forums provide a communication space that supports flexibility and portability.
However.
Waluyo and Rouaghe .
found that AI-powered translanguaging hinders mastery of English.
Therefore, students should be encouraged to use L1 when necessary, not because of language limitations.
Translanguaging practice becomes a survival and professional strategy for vocational college students.
Translanguaging not only provides pedagogical scaffolding but also encourages students to orchestrate their full semiotic repertoires (Feller, 2022.
Ho, 2.
Vocational ELT uses a different linguistic logic, emphasizing the professional relevance of tasks.
Vocational college students construct meaning from actions, simulations, and work problems that require the entire semiotic repertoire of students.
This repertoire includes the use of L1.
L2, and local terms.
These findings suggest that rigid English-only policies may risk limiting meaning-making opportunities in vocational contexts.
Therefore, these findings suggest that, in this context, an English-only policy may risk contributing to forms of epistemic exclusion when forcibly implemented.
Its work efficiency is limited to the context of this research, and the assumption for other institutions should consider the details of the study.
Moreover, monolingual ideology is not aligned with technology-mediated learning, as language is used flexibly and technically, encouraging the full use of the semiotic English-only policies are misaligned with vocational college settings since function-oriented pedagogy is more efficient.
Journal of English Language Teaching Innovations and Materials (Jelti.
, 8.
, 1Ae17 e-ISSN 2657Ae1617 Ira Mutiaraningrum.
Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman A contentious decision about instructional language, particularly in language learning, is pivotal to learning success (Xin & Yap, 2.
Translanguaging can have different effects on students' learning outcomes depending on the amount of pedagogical intervention given (Cenoz & Gorter.
Therefore.
English lecturers at vocational colleges need to design tasks that invite translanguaging.
Therefore, technology must be ensured to facilitate translanguaging with clear tasks and communication (Xin & Yap, 2.
, as well as equal access to technology for all students (Sun, 2.
CONCLUSION AND SUGGESTION
This study demonstrates that translanguaging is not merely linguistic hybridity but pedagogical rationality as students intentionally orchestrate multiple languages to optimize comprehension to explain concepts, negotiate ideas, and expressing stances during discussion.
Language is not simply mixed but used to explain processes and clarify meanings that reflect pedagogical decisions, not linguistic coincidences.
Online discussion forums as pedagogical agents broaden the translanguaging space.
The practice was visible to other students and replicated.
These findings expand the study of translanguaging into vocational education, which remains relatively underexplored compared to the academic university context.
While this study focuses on a specific vocational ELT context, the details of the study allow readers to assess the transferability of the findings to similar contexts.
Theoretically, this study demonstrates how translanguaging mediates English language learning in vocational colleges and shows how the strategic use of L1 and L2 supports the understanding of technical concepts.
Methodologically, this study demonstrates the benefits of focusing on students' posts in asynchronous written interactions and the visibility of posts to analyze real-time language use in specific learning contexts.
Contextually, this study provides insight into translanguaging practices in vocational colleges, particularly through the mediation of online discussion forums, which have not been widely researched.
Despite its contribution, this study is limited to a single analytical thread.
There were no multimodal data or students' interviews.
In addition, this study only uses small samples of studentsAo posts in a single institutional context.
There is no longitudinal tracking and measurement of English proficiency gain.
The analysis did not extend to a detailed analysis of positioning, identity construction, or micro-level mechanisms since we limited the study to describing patterns of language use in studentsAo posts.
Future studies are recommended to use mixed-method design, experimental study, longitudinal tracking, crossinstitutional comparison.
AI-assisted translanguaging comparison, and policy implementation studies.
Interview and reflection are suggested to determine Journal of English Language Teaching Innovations and Materials (Jelti.
, 8.
, 1Ae17 e-ISSN 2657Ae1617 Ira Mutiaraningrum.
Urai Salam.
Made Wahyu Mahendra.
Arif Nugroho.
Sri Lestari.
Sulaiman whether translanguaging occurs because students want to convey a particular message or because of limitations in English.
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