This study explored the construction of trans-identity space among bilingual and biliterate Arab high schoolers, undergraduates, and graduate students. It tried to understand the processes involved in creating trans-identity and translanguaging spaces and their role in language identity reproduction. Using a grounded theory approach, the researcher conducted semi-structured interviews with 36 participants and analyzed autobiographical narratives from 9 individuals to validate the findings. The sampling procedures were carried out alongside the data collection and analysis processes, following three recursive stages of coding: open sampling combined with open coding, axial sampling paired with axial coding, and selective sampling with selective coding. The findings show how trans-identity and translanguaging spaces are constructed among bilingual-biliterate Arabs. A central theme emerges from their experiences in conflict zones when using both languages, leading to confusion about their language identity. These conflict zones include challenges such as self-representation, balancing languages, meeting academic demands, navigating linguistic complexities, and fears of losing language proficiency. In response, bilingual-biliterate Arabs navigate various trajectories, such as analyzing conflicts, understanding language power dynamics, engaging in self-reflection, and seeking linguistic resources. These interconnected trajectories create a trans-identity space, where mediated strategies like adapting language interactions, maintaining fluency, glocalizing multiliteracy contexts, and managing language exposure are employed to address conflict zones. Translanguaging practices emerge when a collaborative translanguaging space is created within the trans-identity space, allowing Arabic and English to interact and fill linguistic gaps. For example, reading translated books enhances literacy in both languages. Participants often listen in one language while speaking in another, easily switching based on context, which can include transliteration and different translation methods. Ultimately, this process facilitates the reproduction of language identity by enhancing self-confidence, fostering awareness and new interests, enabling smooth transitions between languages, broadening learning horizons, improving multilingual competence, and enriching language identity. Trans-identity space arises in response to conflicts that challenge existing language identity, allowing for a fusion of the current identity with new experiences. This space enriches understanding through the interaction of two languages and addresses issues in language identity—academic, pragmatic, or professional. Trans-identity space and translanguaging space are interconnected; effective strategies arise from collaborative practices within translanguaging space. Without these practices, the efficacy of strategies wanes, highlighting the importance of trans-identity space for individuals to recognize and reshape their identities.

A limitation of qualitative research is its restricted generalizability, though this is often less emphasized since it focuses on interpreting human experiences (El Hussein et al., 2014). While some view the number of participants as a limitation, grounded theory suggests that 30 or more participants can validate data based on the achieved saturation (Strauss & Corbin, 1998).

Keywords: Language Identity, Trans-identity Space, Translanguaging Space, Conflict Zones, Trajectories, Mediated Strategies, Bilingual-Biliterate Arabs.