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Pedagogical translanguaging research often shows positive effects on student engagement and learning (e.g., García & Kleyn, 2016; Paulsrud, Rosén, Straszer & Wedin, 2018; Paulsrud, Tian & Toth, 2021). Given that each classroom is a unique sociocultural context (Byrnes, 2020), often exhibiting complex multi-causality (Baker & Wright, 2021), most of this research is qualitative in na
