In this chapter, we bring together Kubota’s (2014) reframings of pluri-/multi-lingualism, and some researcher reflections on a case study rich in linguistic insights re researcher praxis despite not arising from a language-oriented discipline. Our purpose is to consider how researcher education vis-à-vis language might support research, in diverse disciplines, which is undertaken multilingually. We conclude the chapter by arguing that one way in which researcher education might become more attentive to the pluri-/multi-lingual turn would be through its contribution to the development of a translingual researcher mindset.