Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk

Abstract Adopting a translanguaging perspective, this article examines interlocutors’ orientations to, and use of, multidialectal and multilingual practices during second language (L2) Arabic conversations‐for‐learning beyond the classroom in a study abroad program. The study argues that participants’ translanguaging practices challenge monolingual ideologies and the program's monodialectal policy of using only Modern Standard Arabic (MSA) in institutional talk beyond the classroom. Audio‐recorded dyadic interactions between L2 Arabic learners and their native speaker conversation partners show how multidialectal and multilingual practices can work as a valuable interactional resource that multilinguals draw upon for productive interactions to enhance meaning‐making, identity negotiation, and knowledge construction. In addition, participants seem to give precedence to intersubjectivity over monodialectal and monolingual language policies through their use of these translanguaging practices.