ISSN: 2222-6990
Open access
This study proposes a conceptual framework using Design-Based Research (DBR) to integrate translanguaging practices into postgraduate programs within private higher education institutions. Addressing the "monolingual paradox" where English-only policies often conflict with the linguistic diversity of student bodies, the research explores how fluid language use can serve as a cognitive scaffold to enhance academic rigor and reduce cognitive overload. The methodology employs an iterative six-phase cycle—comprising exploration, prototyping, and testing—to develop pedagogical tools such as multilingual research logs and cross-linguistic peer review protocols. Expected findings suggest that validating students' full linguistic repertoires fosters deeper conceptual engagement, strengthens scholarly agency, and improves the quality of final English-language academic outputs. Ultimately, the study provides a blueprint for transitioning from restrictive language models to inclusive, design-based frameworks that align with modern, technology-mediated research habits.
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