My researching multilingually experience started back in the early 90s. After a degree in Linguistics in Athens (in Greek, my first language) I continued my studies in Paris (in French) and my fieldwork involved code-switching, code-mixing and recurrent translation and translatability problems between Greek and French, as I did my doctoral research on the discourse produced in the Greek-speaking community in Paris. I taught sociolinguistics in France for two years, then I came back to Greece, where I live and work, today as an Associate Professor of Sociolinguistics and Language Teaching at the University of Thessaly in Volos, a city in Central Greece.
During my research, teaching and writing career, I constantly switched between Greek, French and English. For instance, I had to publish many teaching materials in French for the Greek Open University (I met Richard Fay on that occasion), whilst English was the usual medium of several international collaboration projects in which I was involved over the years.
At present I supervise a PhD of an Albanian origin student on her immigrant community’s bilingual discourse and another PhD under my supervision, undertaken by a Greek primary education teacher on Albanian parents’ involvement in the education of their children, has been completed in 2009. Recorded corpora for these PhDs have raised several questions about interpretation of inter-language and intercultural communication in Greek mainstream schools or about the role of the (bilingual) researcher in the setup of the interactions and the processing of the data.
Since November 2010 I am the scientific responsible of a two-year research project investigating the language and communication needs of three migrant communities in Greece (Albanian, Pakistani, Romanian) in order to design and implement specialised language materials and courses for immigrant parents which may help them for a better communication with the schools of their children. This research team includes a number of linguistic mediators with the three communities, and many issues of data management and analysis arise from this multilingual dimension of the research. Furthermore, I am the academic coordinator of a nascent research consortium on Adult Immigrants’ Linguistic Integration in Greece (MULTIMMIGRE project).
I’m also Head of the Greek Language and multilingualism Laboratory at the Faculty of Human Sciences of the University of Thessaly. In this context, I have been involved in various national and European research and educational programs as a coordinator and scientific responsible with an orientation to language education, language acquisition for people with refugee or immigrant background. (see project ELMEGO, project ECONOLANG and project MATHEME).
Currently, I am Vice President for Academic and International Affairs of the Hellenic Open University. In this context since June 2016 I am the scientific responsible of project PRESS and the New Postgraduate program “Language Education for Refugees and Migrants”, funded by the Hellenic Open University. Project P.R.E.S.S. (Provision of Refugee Education and Support Scheme) will plan and implement a series of educational interventions for refugees currently residing in Greece, with a strong emphasis on the research (sociolinguistic and anthropological) of their specific needs and priorities and the adoption of good practices according to international standards. The duration of the first phase of implementation is 19 months (June 2016 to December 2017). The HOU’s Postgraduate Program entitled as “Language Education for refugees and migrants” has been designed for teachers and graduates who wish to complete or deepen their knowledge and skills of teaching the language lesson in various languages, as well as develop new resources they can later apply to specific contexts and levels. The modules will provide postgraduate students with a strong grounding in theoretical literature as well as appropriate classroom methodology, course design and an introduction to the key research tools in the world’s numerous, diverse multilingual contexts. Students will develop greater knowledge and skills in relation to the new linguistic scenarios in schools and general society, and will carry out reflexive teaching practice.