Implementing Translanguaging Pedagogy to Develop Digital Multimodal Literacies in Adult EFL Learners

Abstract

This research explores how the translanguaging approach promotes adult EFL learners' ability in digital multimodal competencies. The approach was underpinned by the translanguaging concept by García & Li Wei, 2014, p. 45 and the multimodality concept. This study explores how the learners deploy all their languages to comprehend and construct digital multimodal texts within an English for Academic Purposes setting. I used a mixed-methods approach for this study (Creswell, 2014, p. 57), focusing mainly on a qualitative look at the work produced by learners, supported by quantitative measures of their literacy improvement. The results show that translanguaging practices strongly helped learners make meaning, encouraged their independence and creativity, and taught them how to combine linguistic, visual, spatial, and audio modes well (Jewitt, 2013, p. 241). This study concludes that using translanguaging in multimodal composition tasks increases learner engagement and builds stronger digital literacy skills. The findings suggest that multilingual teaching methods can create more inclusive learning and that multimodal tasks can improve digital academic communication.