As a linguist, educator, and researcher in EFL, my work lies at the intersection of applied linguistics, inclusive language education, and critical language teacher education, with a focus on reflective practice, social justice, plurilingualism, and learner empowerment. My research examines how theoretical insights translate into practice in teacher education, professional development, and digital innovation across schools and training contexts.
I explore reflective teaching, pre-service teacher knowledge, teacher mindsets, and inclusive digital learning, with a particular interest in AI-supported language learning and lesson planning. This includes the design of adaptive, linguistically sensitive tasks that foster learner well-being and support diverse learners. I also integrate digital storytelling as a tool for language development, identity work, and multimodal literacy.
Another strand of my work focuses on digital lesson development in early EFL education, where I investigate how storytelling and digital tools foster language awareness and engagement in primary school classrooms (cf. our project on narrating resilience). Drawing on task design research, I emphasize meaningful, age-appropriate tasks that support linguistic development and learner agency.
Through case-based mentoring, school collaboration, and practice-oriented formats, I support pre-service teachers in developing inclusive, story-based, and digitally enriched EFL classrooms. I also contribute to teacher professionalization by exploring how AI tools can support lesson planning, differentiation, and reflective teaching practices to enhance pre-service teachers’ professional growth and agency (cf. our project on augmented lesson planning).
By bridging linguistic research, critical pedagogy, and digital transformation, I aim to help shape inclusive, future-ready language education through a design-based research methodology that fosters iterative development, practical relevance, and theoretical insight.
Research Perspectives
- Task-Based Language Learning (TBLL): Integrating real-world tasks, AI-driven lesson planning, and digital tools to create linguistically responsive, learner-centered pedagogy (see for example our article on tasks for young learners).
- Linguistics for Inclusive & Digital Education: Using linguistics to shape inclusive, reflective, and tech-enhanced language teaching.
- Critical Sociolinguistics: Exploring how language, identity, and power interact, including digital communication’s role in linguistic diversity.
- Dynamic Systems Theory: Supporting flexible, technology-enhanced learning trajectories, ensuring AI-driven tools adapt to learners’ evolving needs (see for example our project on Augmented EFL Lesson Planning).
- Digital Storytelling in EFL: Leveraging narrative, multimedia, and creative expression to foster language development, critical literacy, and intercultural understanding (see for example our project Narrating Resilience in EFL)
Through these frameworks, I bridge linguistics, digital transformation, and inclusive pedagogy to advance equitable and innovative language education.