Moleleki, Lieketseng2025-04-302025-04-302024-07https://hdl.handle.net/20.500.14155/2185This study sought to investigate the linguistic features of multilingual translanguaging practices of university students in Lesotho within their Facebook group pages. The two theoretical frameworks that guided the study were digital discourse analysis and translanguaging as theory and practice. The study employed a qualitative methodology to investigate and evaluate the language pattern using content analyses, in which information was studied, debated, and understood in terms of themes. Three university students’ Facebook sites provided data collecting platform for digital ethnography. From these pages, 60 communicative messages were sampled, with 20 texts per Facebook group page. The results showed that in their digital communication, students often display their linguistic repertoire by code-switching, code- mixing, and code-mashing Sesotho with English, isiZulu, isiXhosa, and Afrikaans for special emphasis. Different forms of translanguaging, such as intra-sentential and inter-sentential translanguaging, were produced by alternating inside sentences. The transition frequently fits in with the conversation’s subject, the relationship between participants, and the target audience. This transition reflects several translanguaging strategies like borrowing, language crossing and convergence among others, which are achieved by them not adhering to the traditional or codified language rules. The study provides insights into pedagogical strategies that can support multilingual learners, promoting inclusivity and better educational outcomes in diverse linguistic contexts. Since it emphasises the importance of recognizing students’ full linguistic repertoires in academic settingenMultilingual, translanguaging theory and practice, linguistic features, digital communication, Facebook group pages.Master's Thesis