NEGOTIATING ACADEMIC AND PROFESSIONAL IDENTITIES THROUGH TRANSLANGUAGING:A SOCIOLINGUISTIC STUDY OF BILINGUAL COMPUTING STUDENTS AT SUPERIOR UNIVERSITY

Abstract

This study explores how bilingual computing students at Superior University negotiate their academic and professional identities through the lens of translanguaging. It focuses on the unique phenomenon of writing in coding and thinking in Urdu, where students navigate between two linguistic worlds to construct meaning and confidence. Using a mixed-methods sociolinguistic approach, the research examines how students use Urdu as a tool for cognitive processing and emotional grounding while relying on English for academic expression and professional communication. The findings reveal that translanguaging serves as a bridge between comprehension and performance, allowing learners to connect personal identity with technical proficiency. Rather than signaling a lack of linguistic competence, translanguaging emerges as a powerful strategy of adaptation, creativity, and self-expression. This study highlights the importance of acknowledging linguistic diversity in computing education and suggests that recognizing translanguaging practices can promote inclusive learning environments where students’ cultural and linguistic backgrounds become assets rather than barriers.