Abstract:
This study sought to investigate the linguistic features of multilingual translanguaging practices
of university students in Lesotho within their Facebook group pages. The two theoretical
frameworks that guided the study were digital discourse analysis and translanguaging as theory
and practice. The study employed a qualitative methodology to investigate and evaluate the
language pattern using content analyses, in which information was studied, debated, and
understood in terms of themes. Three university students’ Facebook sites provided data
collecting platform for digital ethnography. From these pages, 60 communicative messages were
sampled, with 20 texts per Facebook group page. The results showed that in their digital
communication, students often display their linguistic repertoire by code-switching, code-
mixing, and code-mashing Sesotho with English, isiZulu, isiXhosa, and Afrikaans for special
emphasis. Different forms of translanguaging, such as intra-sentential and inter-sentential
translanguaging, were produced by alternating inside sentences. The transition frequently fits in
with the conversation’s subject, the relationship between participants, and the target audience.
This transition reflects several translanguaging strategies like borrowing, language crossing and
convergence among others, which are achieved by them not adhering to the traditional or
codified language rules. The study provides insights into pedagogical strategies that can support
multilingual learners, promoting inclusivity and better educational outcomes in diverse linguistic
contexts. Since it emphasises the importance of recognizing students’ full linguistic repertoires in
academic setting
