I am an applied linguist, specializing in language teacher education and TESOL.
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Bilingualism and Multilingualism at the Intersections of Art, Science, and Technology (CCERBAL 2027)
I will be delivering a keynote address at the CCERBAL 2027 conference, this is the call for papers, and I’d love to see you there, in person or virtually.
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Wrapping up the ReaLiTea project
The Research Literacy of Teachers (ReaLiTea) project ends in December 2026. Here’s a sneak peak of the materials we’ve been producing. Feel free to look around, and let us know how we can make them more useful and relevant to your needs.
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September 2026: Notes on Care (Besorgen and Fürsorge)
Notes on September 2026: a finished chapter and a finished manuscript, an AI Literacy meeting in Graz, ReaLiTea’s final stretch, LocalLing visits from Cameroon to Tallinn, and a sabbatical that keeps filling up with travel.
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Languages unite, but will AI make them more equal?
For the 2026 European Day of Languages, I explore what “Languages unite!” means when our linguistic choices are increasingly mediated by AI technology.
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How to write a peer review
Notes on writing peer reviews that help editors decide and authors act, and honest thoughts on where AI can, and can’t, responsibly help.
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Writing a Literature Review: Three Tasks, Not One
A literature review is not one task but three. Here is how I explain the difference to my students, and how to decide what belongs where.
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What Russian Speakers Find Hard About Greek (According to Their Teachers)
In a newly published chapter, Eleni Motsiou and I ask experienced teachers what makes Modern Greek difficult for speakers of Russian. Their answers say as much about how teachers know things as about the two languages.
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August 2026: Notes on Naming and Making Things Visible
A reflective look back at August 2026: publications finally appearing, research projects taking shape, books read, journal work, and the less orderly reality behind a seemingly productive academic month.
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The Knowledge Infrastructure Language Education Never Built
Language teachers generate potentially useful knowledge every day, but much of it never travels beyond the classroom. What might language education learn from other professions about transforming individual experience into shared professional knowledge?