This three-semester seminar offers a structured environment for research-based learning (Reinmann 2005; Huber 2009), in which M.Ed. students in their school placement semester collaboratively conduct small-scale
classroom research projects on multilingualism and translanguaging in English language education. Students will explore theories, design research questions, collect and analyse data during their Praxissemester,
and discuss their findings in light of current educational, sociolinguistic, and didactic discourses.

The seminar is conceived as a safe space for critical inquiry, experimentation, and open discussion. It recognises that empirical
research in real-world educational contexts is often complex, unpredictable, and challenging. To support students in navigating this process, the seminar
includes regular feedback sessions on multiple levels:
- Peer-to-peer consultation and collaborative reflection   
- Structured feedback from teaching faculty  
- Sessions with invited researchers and practitioners who will offer expert insights and facilitate further reflection

Throughout the three semesters, students are encouraged to view research not as a linear process, but as an iterative and evolving endeavour. Opportunities for re-designs, integration of new insights,
and revision of theoretical or methodological frameworks are explicitly built into the course structure, allowing for deeper understanding and more meaningful learning outcomes.