<![CDATA[This study investigates the integration of translanguaging within digital learning ecosystems to enhance English reading comprehension among bilingual Madrasah students, a context where Arabic religious literacy and academic English intersect. Using an integrated mixed-methods design, data were collected from 140 grade 11 students at two State Madrasahs in Indonesia. The quantitative phase employed a quasi-experimental design analyzed via ANCOVA, while the qualitative phase utilized screen-recording analysis and stimulated recall interviews. The results demonstrated that the translanguaging group significantly outperformed the monolingual group in reading comprehension (p<.001, n2p = .26). Qualitatively, the study revealed a "metacognitive bridging" mechanism where students strategically mobilized their Arabic grammatical logic (e.g., Mubtada-Khobar structures) to decode complex English syntactical patterns in digital spaces. These findings suggest that digital translanguaging does not merely function as a scaffold but acts as a cognitive resource that validates students' socioreligious linguistic identities. The study concludes by proposing a translingual digital pedagogy framework that integrates multilingual repertoires into formal English language teaching, particularly within Islamic educational institutions.]]>
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