<![CDATA[Multilingual university students are expected to produce academically credible texts in both English and Indonesian, yet language instruction often separates the two languages and treats students’ first-language resources as interference. This conceptual article develops a translanguaging-based project-based learning framework for strengthening university academic literacy. An integrative review and pedagogical design synthesis were conducted using recent peer-reviewed studies on translanguaging, project-based learning, academic writing, feedback, and Indonesian higher education, while retaining seminal academic-literacies sources. The synthesis generated five design principles: purposeful bilingual task architecture, authentic knowledge-building projects, staged movement across languages and modes, dialogic feedback, and dual-focused assessment of disciplinary meaning and language development. The proposed eight-week cycle guides students from multilingual inquiry and source mapping to bilingual planning, audience-specific drafting, peer review, revision, public dissemination, and metalinguistic reflection. The framework positions Indonesian as a cognitive and epistemic resource while maintaining explicit English-development goals. It offers a context-sensitive alternative to English-only instruction and a practical basis for future classroom experimentation in Indonesian universities.]]>
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