A few years ago, while working toward a degree, my tutor encouraged me to try classroom research as part of my dissertation. At first, I was both intrigued and intimidated. The concept of translanguaging had caught my attention, especially since I worked with multilingual learners who used English daily. I wanted to explore how they navigated communication, and I also hoped to better understand translanguaging and apply it as a teaching tool. But classroom research? The idea felt daunting and overwhelming. I had hoped to develop my research skills through something different from the habitual teaching I was doing at . . .
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