Early‐Career <scp>EFL</scp> Researchers' Academic Identity Evolving through Online Translanguaging Training

Abstract This study explores the evolution of early‐career EFL researchers' academic identity through online translanguaging training. Drawing on van Veen and Sleegers' (2009) conceptual framework and integrating complexity theory, translanguaging theory, and the ecological perspective, this qualitative research examines the experiences of 20 Turkish early‐career EFL researchers from diverse institutional and geographic contexts. Data were collected through pre‐ and post‐training interviews and reflective journals, analyzed via abductive methods. Findings reveal that translanguaging training impacts academic identity across micro, meso, and exo/macro layers, with participants exhibiting varying degrees of transformation. Three main groups emerged: translanguaging pioneers and explorers, and a small grouping of traditionalists; furthermore, two participants were classed as borderline explorer/pioneers, suggesting that categories were overlapping and fluid rather than fixed. Pioneers, and to a lesser extent, explorers, demonstrated criticality, creativity, and an integrative pedagogical perspective, while traditionalists showed limited adaptation. To varying degrees, translanguaging fostered self‐reflection, collaborative growth, and inclusive practices, empowering participants to navigate systemic challenges and integrate translanguaging into teaching and research. We briefly speculate on the role of variables such as age, institution, and location. The study underscores the need for tailored professional development, emphasizing translanguaging theory's transformative potential in EFL education and academic identity formation. Implications are discussed.