Integrating Pedagogical Translanguaging and Blended Learning to Foster Sustainable Language Education in Higher Education Contexts

This study explores the integration of pedagogical translanguaging and blended learning as a framework for sustainable language education in higher education. Using a qualitative descriptive design involving 12 lecturers and 36 students from multilingual universities in Indonesia, the study examines how translanguaging strategies enhance linguistic comprehension, engagement, and inclusivity within blended learning environments. Data from observations, interviews, and document analysis revealed that 83% of lecturers deliberately implemented translanguaging, resulting in a 20% increase in student participation and a 0.8-point improvement in writing coherence. The findings affirm García and Li Wei’s theory of translanguaging as an epistemic resource and Garrison and Vaughan’s model of blended learning as a sustainable pedagogy. The study proposes a Translanguaging-Blended Learning Ecosystem (TBLE) as an innovative model for equitable, inclusive, and future-oriented language education.