I’m currently a PhD candidate in the field of applied linguistics at the National and Kapodistrian University of Athens and I work as a project coordinator and principal researcher of the project PRESS (Provision of Refugee Education and Support Scheme) funded by the Hellenic Open University.
My interest in multilingualism started in the context of reflecting on languaging practices that I use in my everyday communication. Greek language is my mother tongue, French is my second language and I have also learnt English as a foreign language. All three languages are part of my everyday communication: με την οικογένειά μου μιλάω ελληνικά. En tant qu’étudiante, mes cours à l’université et mes dissertations étaient en français. In the context of my work as a researcher at the University I mainly communicate in English.
My interest in researching multilingualism started during my participation in different educational and research programs where, as a member of the multilingual-multicultural team of Greek Language and Multilingual Laboratory of the University of Thessaly, I have conducted research in different languages using my entire linguistic and cultural repertoire (ECONOLANG project, MATHEME project). Meanwhile, as a PhD researcher, my focus is on practices of linguistic and cultural mediation through critical language approaches in superdiverse settings such as primary schools in Greece.
Since June 2016, I am one of the three coordinators and main researchers of the project PRESS which aims to plan and implement a series of educational interventions for refugees currently residing in Greece. We conduct an interdisciplinary research (sociolinguistic and anthropological) with a strong emphasis on refugees’ specific language and communication needs and priorities that will feed the educational interventions. In this context, I have the supervision of Axis 2 (Educational Interventions for language integration) and I am a member of different multilingual-multicultural teams (research team, team of specialists in refugee education, animateurs d’ éducation) that will come in contact with refugees of different linguistic and cultural backgrounds.
During these processes, I have realized that my everyday life consists of different “bits” of languages and cultures that are connected to my linguistic-cultural repertoire and the linguistic-cultural repertoires of Others. And, this is how, in the context of a constant process of researching multilingually, the diverse Other could be part of my diversity, of my identity as a researcher and as different person living in a linguistically and culturally superdiverse world.