This article engages with ongoing discussions of the implications ofplurilingualism and translingual practice for teaching and learning in highereducation. We acknowledge the studies documenting current practices andproposing new practices to draw upon students’ linguistic repertoires beyondthe medium of instruction, while noting that much of this research focuses uponundergraduate students’ experiences. Our specific focus is teaching andlearning within doctoral supervision and the ways in which researchers engagetogether to explore linguistic practices in the research process. We argue thatthe doctoral supervision process is a rich site for study given its potentialto shed light on both linguistic aspects of research supervision interactions,and the content of those discussions, and also on linguistic practices inresearch sites in real world contexts. The article uses a data set of written,self-reported researcher profiles to explore how doctoral researchers andsupervisors explain, and reflect on, their linguistic practices in theirresearch. The data set is analysed by means of a thematic analysis informed byour reading of applied linguistics research into plurilingualism,multilingualism and translingual practice. The analysis highlights a wide rangeof linguistic practices and conceptualisations of languages in research,including, on the one hand, a separation of languages, and, on the other, afluid approach, at an individual level, to moving between linguistic resourcesfor different purposes in research practice. The article concludes with adiscussion of recommendations for researcher education which foregroundslanguage more than is currently evident in some Anglophone higher educationcontexts.