I am an applied linguist, specializing in language teacher education and TESOL.
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European Journal of Education & Language Review, Issue 1
A few words about the inaugural issue of the new journal I co-edit, the European Journal of Education and Language Review.
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Fifteen years of Academic Blogging: Writing Slowly in Public
Written at the end of my fifteenth year of academic blogging, this post reflects on what it means to write slowly, publicly, and without a growth narrative. It considers the blog as a space for unfinished ideas, deferred reading, and forms of academic work that sit uneasily with faster, more performative platforms.
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December 2025: Notes on Teaching, Research, and Writing
An end-of-year post on academic life and how it intersects with publishing, workshops organisation, and lessons about trust and letting go.
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Silence, Power, and Language Policy in Higher Education
Language policy in higher education is rarely neutral. This post explores how unspoken assumptions about language reproduce power and inequality, and why universities need to be more intentional.
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Empowering language teachers through AI and research literacies workshop
The joint ReaLiTea and AI Lang workshop took place in Larissa, Greece on 6th December 2025.
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Emergency Language Policy in Greece: Notes From a Decade of Crisis
Greece’s Emergency Language Policy offered rapid, support for refugee learners, yet its ad hoc design and monolingual assumptions limited deeper transformation in language education.
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The Artificial Intelligence in Language Education (AI Lang) workshop
Notes about the ECML-organised Workshop of the AI Lang project (November 2025)
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November 2025: Notes on Teaching, Research, and Writing
Tucked between October’s rush and December’s sparkle, November unfolds in steady academic labour.
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Writing as Theorising for Language Education
This post explores theorising for practice in language education, showing how reflective and reflexive writing help teachers connect classroom experience with theory to develop situated, evidence-informed understandings (small-t theories) of their professional practice.