<![CDATA[The tension between preserving the linguistic sanctity of Turath (Islamic heritage) and accommodating the cognitive habits of digital natives represents a critical challenge in modern Islamic Higher Education. While traditional pedagogies often remain rigid, there is an urgent need to understand how digital interactions facilitate the negotiation of meaning between classical Arabic texts and contemporary student identities. Purpose: This study investigates how digital translanguaging practices function as a bridge between tradition and modernity within the context of Balaghah (Rhetoric) instruction. Method: Employing a virtual ethnographic case study at an Indonesian Islamic University, the research analyzed online interactions via WhatsApp and Zoom using a hybrid of Thematic Analysis and Computer-Mediated Discourse Analysis (CMDA). Key Findings: The results demonstrate that digital translanguaging serves as a strategic pedagogical resource rather than a linguistic deficiency. Four primary strategies emerged: (1) vernacularization for cognitive scaffolding, (2) trans-semiotizing through visual logic (emojis/memes), (3) the negotiation of authority via "Santri slang" to mitigate language anxiety, and (4) iterative clarification loops. Implications: The study concludes that these practices create a "Third Space" that evolves the traditional Makna Gandul technique into a digital vernacular, proving essential for the sustainable preservation of Turath pedagogy in the 21st century.]]>
