In the landscape of private higher education, postgraduate students frequently navigate complex linguistic environments where "English-Medium Instruction" often creates tension with student diversity. While translanguaging serves as a critical cognitive and social practice for academic success, identifying and prioritizing the multifaceted factors influencing these practices remains a significant challenge. This study employs Interpretive Structural Modelling (ISM) to map the interdependent relationships among key variables affecting translanguaging, moving beyond descriptive analysis to establish a clear structural hierarchy. By utilizing a systematic methodology—involving variable identification through expert consensus, the development of a Structural Self-Interaction Matrix (SSIM), and transitivity checks—the research transforms qualitative insights into a rigorous, quantitative diagraph. Furthermore, the application of MICMAC analysis allows for the classification of these factors into distinct clusters, effectively isolating "root drivers"—such as institutional language policy and psychological safety—from dependent outcome variables like improved conceptual clarity. This study provides a strategic roadmap for educators and policymakers, demonstrating that by addressing foundational drivers rather than focusing solely on surface-level pedagogical interventions, institutions can successfully leverage translanguaging as a structured cognitive asset to enhance postgraduate academic performance.
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