Digital translanguaging and local-culture pedagogy in Indonesian EFL classrooms: An integrative conceptual review

Indonesia's English as a Foreign Language (EFL) classrooms are situated within one of the world's most linguistically diverse ecologies, where English, Bahasa Indonesia, local languages, religious registers, and digital vernaculars intersect in daily communication. However, classroom practices and policy discourses often continue to treat English learning as a movement toward monolingual performance, while local languages and students' digital repertoires are positioned as distractions rather than resources. This conceptual paper develops an integrative review of Scopus- and Web of Science-indexed scholarship on translanguaging, own-language use, digital literacies, and Indonesian EFL education to propose a culturally responsive digital translanguaging framework for Indonesia. This review synthesizes international theoretical work with Indonesia-based studies on translanguaging practices, teacher attitudes, digital literacy in academic writing, social media for English acquisition, and critical media literacy. It argues that pedagogically guided movement across English, Bahasa Indonesia, local languages, and multimodal digital texts can support linguistic awareness, cultural continuity, critical literacy, and learner agency when designed with clear academic purposes. The proposed framework consists of five interrelated principles: repertoire recognition, purposeful language movement, local cultural anchoring, multimodal production, and reflective assessment. This study contributes to JLLI's interdisciplinary scope of the JLLI by connecting language education, cultural studies, digital discourse, and community-oriented pedagogy. The study concludes with implications for curriculum design, teacher education, assessment, and future empirical research in Indonesian multilingual classrooms.