<![CDATA[This study employed a library research method using a descriptive qualitative approach. The research data consisted of written documents classified into primary and secondary sources, including classical Islamic texts, books, scholarly journal articles, conference proceedings, and other academic works relevant to the research topic. The documents were selected based on thematic relevance, source credibility, publication recency, and their direct relevance to the research focus, with the primary publication period spanning 2015–2025 and priority given to publications from 2020–2025, particularly those addressing issues of text digitalization and multimodality. Data were collected through documentation techniques and analyzed using qualitative content analysis, involving the stages of data reduction, data display, and conclusion drawing/verification. The findings reveal that text linguistics views text as a complete linguistic unit whose meaning is constructed through the relationships among linguistic elements, contextual factors, and communicative purposes. The study also demonstrates that the structural and functional debates within text linguistics have evolved toward an integrative approach, while cohesion and coherence remain central analytical concepts for understanding the unity of textual form and meaning. Furthermore, the emergence of digital and multimodal texts has expanded the scope of text linguistics toward intermodal reading and multiliteracies. In the context of reading instruction, text linguistics has significant pedagogical implications for strengthening text analysis strategies, identifying cohesive devices, reconstructing texts, mapping meaning, and conducting contextual interpretation, thereby enabling learners to comprehend texts more critically, comprehensively, and communicatively.]]>
