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I received my PhD in the Educational Equity and Cultural Diversity program at the School of Education. A former elementary bilingual science teacher, I am dedicated to working with practitioners and students at the intersection of bi/multilingual education, science education, formative assessment, and teacher education. I use participatory design-based research to put theory to work by collaboratively imaginging, building, testing, reflecting upon and refining tools and routines to support translanguaging pedagogies in elementary science classrooms. Additionally, I am interested in the ways in which multi-generational co-design work focused on translanguaging pedagogies shifts teachers’ language ideologies and the ways in which they interpret students’ ideas.