Hybrid Ecology of Arabic Language Education: Translanguaging Dynamics and Turath Integration in Islamic Boarding Schools

The integration of traditional Islamic texts (turath) and modern language practices creates a complex and hybrid ecological dynamic in Arabic language education within Islamic boarding schools (pesantren). Despite its prevalence, the specific translanguaging practices used to bridge classical texts with students' multilingual realities remain underexplored. Therefore, this research aims to investigate the dynamics of translanguaging and how turath is integrated within the hybrid ecology of Arabic language education in Islamic boarding schools. Employing a qualitative case study approach, this research utilized data collected from classroom observations, in-depth interviews with Arabic teachers and students, and document analysis at three Islamic boarding schools Pondok Mambaus Sholihin and Pondok Raudhatul Mutaalimin over a period of six months. The findings reveal that translanguaging acts as a crucial pedagogical strategy, allowing students to negotiate meaning across Arabic, Indonesian, and local vernaculars while comprehending complex turath. Furthermore, the hybrid ecology demonstrates that the simultaneous use of classical pedagogy and fluid language practices fosters a more inclusive learning environment, effectively demystifying archaic linguistic structures for contemporary learners. This research contributes to the literature on bilingual and Arabic education by demonstrating that translanguaging is not a linguistic deficit, but rather a strategic resource that enriches the learning ecology and preserves Islamic intellectual heritage in modern pedagogical settings.