Short Bio: Katerina Alexandri is Assistant Professor at the Department of Primary Education of the Democritus University of Thrace, with a specialization in Teaching Greek in multilingual environments. She studied Linguistics at the Aristotle University of Thessaloniki and completed her MA in Applied Linguistics at the Universitat Pompeu Fabra in Barcelona. She received her PhD in Applied Linguistics from the Aristotle University of Thessaloniki. Her research interests focus on language education in multilingual environments, teaching Greek as a first or second/foreign language, multiliteracies, bilingualism, lexicography, and corpus linguistics, as well as on the use of digital technologies and artificial intelligence in language teaching. She participates in international research networks and collaborations promoting multilingualism in education.
Title: Multiliteracies in early EFL in Preschool Education: From the Curriculum to EAN Educational Scenarios
Abstract: The introduction of English in pre-school education calls for pedagogical approaches that respond both to the characteristics of early childhood education and to contemporary forms of communication. Within this context, the theoretical framework of multiliteracies, originally proposed by the New London Group and further developed by Cope and Kalantzis, offers a productive perspective for understanding learning as a process of meaning-making through multiple semiotic modes. This approach highlights the importance of cultural and linguistic diversity, the multimodal nature of communication, and the active role of learners as designers of meaning who draw on available semiotic resources across different social and learning contexts. The aim of this presentation is to explore how the principles of multiliteracies are reflected in preschool English education through a combined reading of the Preschool Curriculum and the educational scenarios developed to support early EFL learning by the EAN project. First, the analysis identifies elements of the curriculum that resonate with multiliteracies, such as the emphasis on communication, multimodal expression, inquiry-based and playful learning, as well as the use of creative and digital resources in the preschool learning environment. Subsequently, through the illustrative analysis of educational scenarios for early EFL teaching, the presentation examines how these principles are translated into learning activities that engage children in multimodal forms of expression and support their participation in processes of creative meaning-making. The analysis highlights both the opportunities and the challenges that emerge when connecting curriculum principles with proposed classroom practices, contributing to the broader discussion on the role of multiliteracies in language education in preschool.
Short Bio: Thomai Alexiou is a Professor at the Department of Theoretical and Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece. Her expertise is in early foreign language learning, methodology of teaching languages, vocabulary acquisition and material development (preschool and primary education) and she has been involved in numerous relevant research projects. She has been invited as a speaker and teacher trainer in Greece, Europe, Australia, Asia, Russia and the UAE and she has published widely in the field of foreign language pedagogy. She has also authored and edited textbooks for students learning English as a foreign language as well as online teacher training resources in the various areas (CLIL, dyslexia, technology, etc). She is the Academic leader and Coordinator of the funded project EAN (Introduction of EFL at Greek preschools) and the Chair of the Greek Applied Linguistics Association.
Title: EAN at Five: An Evidence-Based Model for Early Language Education
Abstract: This talk provides an overview of the EAN (Introduction of English in Preschool) project five years after its implementation, presenting it as an evidence-based model for early language education. The presentation outlines the key principles underpinning the project including its the alignment to the Greek Preschool Curriculum, the integration of English through a soft CLIL approach, the collaborative teaching model between EFL and preschool teachers. Particular emphasis is placed on how these elements are operationalised through developmentally appropriate, play-based and multimodal practices. The talk will also present key findings from large-scale evaluation data, highlighting stakeholder perceptions, implementation outcomes, and the project’s overall impact within the Greek educational context. In addition, it will discuss the innovative dimensions of the EAN model and its relevance beyond Greece, positioning it within current international discussions on early language learning and multilingual education. Finally, the presentation will reflect on challenges encountered during implementation and consider future directions for the programme, including possibilities for adaptation, scalability, sustainability and transferability to other educational contexts. The session aims to contribute to ongoing dialogue on research-informed innovation in early language education.
Short Bio: Evdokia Karavas is Professor of Applied Linguistics at the Department of English Language and Literature, responsible for the preservice teacher training programme, and Deputy Director of the Research Centre for Language Teaching, Testing and Assessment at the National and Kapodistrian University of Athens. She is member of the Central Examination Board of the national foreign language exams in Greece. She has been scientifically responsible for several national training programmes including the training programme for school advisors for the implementation of the introduction of English in pre-school education (EAN). She is a member of the Research Centre for Multilingualism and Language Policy of NKUA and is a representative of NKUA in the Expert Group on Multilingualism in the framework of CIVIS. She has done extensive research and published on issues regarding foreign language teaching and testing, as well as on teacher education and training. Her most recent book is Plurilingualism and Foreign Language Education. (Pedio Publishers, 2024).
Title: From Solitary Teaching to Collaborative Practice: Lessons from the Introduction of English in Greek Pre-schools
Abstract: The cooperation between the EFL and pre-school teachers is at the heart of the successful implementation of the introduction of English at pre-school in Greece (the EAN project) and certainly one of its groundbreaking features. English teachers and pre-school teachers are expected to closely cooperate in the planning of English activities and their integration with the pre-school curriculum ensuring continuity in children’s learning (Alexiou and Penderi, 2022). Given that the Greek educational context until recently promoted a “solitary” approach to the educational process and rewarded teachers who were content to work alone, with little or no interaction with their colleagues, research was carried out in order to to identify whether and to what extent a collaborative culture can take root and flourish in such a context. Drawing on findings from focus groups conducted with school advisors and a questionnaire completed by pre-school and EFL teachers throughout, the paper highlights the factors that facilitate the establishment of a collaborative culture in challenging contexts as well as the impact that collaboration can have not only for the effective implementation of the EAN project but also for the well-being of teachers.
Short Bio: Ioannis Karras is a professor of applied linguistics and intercultural communication at the Department of Foreign Languages, Translation and Interpreting at Ionian University, Greece. Ioannis holds a B.A. in English and a B.A. in Linguistics from the University of Calgary, Canada; an M.Ed. in TEFL from the Hellenic Open University (HOU), Greece, an M.Sc. in Intercultural Communication from the University of Warwick, the UK and a PhD in Applied Linguistics from The National and Kapodistrian University of Athens, Greece. Ioannis has lectured as a visiting professor/invited speaker at various universities around the world. He has extensive experience teaching Applied Linguistics, EFL Teaching Methodology, and Intercultural Communication at all levels (Undergraduate, Masters, PhD). He has delivered numerous talks at international conferences and has conducted seminars and workshops with national and international audiences. Ioannis has (co)-authored several books, book chapters and articles in international journals and conference proceedings in the areas of his specialization.
Title: The Intercultural Dimension of Introducing English in Kindergarten: Perspectives for Developing Intercultural Awareness
Abstract: The introduction of the English language in kindergarten (EAN Program) is not only about developing basic language skills but also about creating opportunities to cultivate cultural and intercultural awareness from an early age. In today’s multicultural educational environment, teaching a foreign language can serve as an important means of familiarizing children with different cultures, lifestyles, values, and modes of communication. This presentation examines the role of the English language teacher in kindergarten as a mediator of cultures and a creator of learning experiences that promote respect for diversity and understanding of the “other.” Pedagogical approaches and practical activities are presented that can integrate cultural elements into language teaching, such as storytelling, songs, games, celebrations, and stories from different countries. Particular emphasis is placed on how English functions as a bridge for communication and as a tool for developing intercultural awareness, fostering openness, empathy, and curiosity about the world from the preschool years.
Short Bio: Bessie Mitsikopoulou is Professor at the Department of English Language and Literature, National and Kapodistrian University of Athens and Director of the Centre of Self-Access Learning and Materials Development. Her research interests are in the areas of critical discourse analysis, language education, multimodal and digital literacies. Over the last fifteen years she has co-ordinated numerous large-scale projects in the areas of language education and digital technologies for the Greek Ministry of Education including the Digital School Projects; the AESOP (Advanced Electronic Scenarios Operating Platform) project; and the Advanced ICT Teacher Training Project (for foreign language educators). Since 2016 she has also coordinated a number of projects in the area of adult refugee language education. She has published in Greek and international journals, and her recent book, Digital Media in Foreign Language Education (2022), was published by Pedio Publications.
Title: Digital Transformation and EAN: Connecting the New Curriculum with Early Foreign Language Education
Abstract: This presentation explores the role of digital technologies in the New Early Childhood Curriculum and their potential applications within the framework of introducing English at the preschool level (EAN). It argues that the new curriculum goes beyond the simple integration of digital tools, serving as a foundation for a substantive digital transformation in early childhood education that influences pedagogical practices, forms of collaboration and learning experiences. Particular emphasis is placed on connecting the activities of preschool educators and English language teachers with the new curriculum providing a shared pedagogical framework. Through interdisciplinary and experiential approaches, the presentation highlights how the use of digital learning environments (such as digital storytelling, interactive games, and multimodal materials) can support the development of emerging digital and English literacy for young learners. Integrating digital technologies into EAN offers significant benefits for children by promoting engagement, creativity, collaboration and authentic language exposure. Finally, the presentation proposes practical strategies for a pedagogically grounded and child-centered application of technology in contemporary early childhood education.
Short Bio: Anastasios Siatras is Assistant Professor at the Department of Early Childhood Education at the University of Thessaly, in the field of applied critical pedagogy in early childhood education. His research interests focus on issues related to the interaction between social exclusion and education, with particular emphasis on initial teacher education and in-service teacher training, the social and educational empowerment of children in early childhood education, and the critical examination of educational policy concerning the promotion of education for social justice and equality.
Title: Critical approaches to assessment literacy in introducing English in kindergarten: The case of the EAN programme
Abstract: During a period in which assessment swings between the logic of control and the need for pedagogical support, this keynote raises a central question: what kind of learning is produced by the very way in which we assess young children? This question is particularly important because assessment is not simply a technical tool for recording children’s progress, but a process that organises pedagogical priorities and determines what is considered important for children to learn. The keynote presents the findings of a study on the assessment practices embedded in the educational scenarios of the programme ‘Introduction of English in Kindergarten’ (EAN). The study examines 34 educational scenarios through content analysis, combined with a descriptive quantitative mapping of the data. The analysis yielded 88 specific references, which were classified into 6 thematic categories and 50 subcategories. The findings show that, in the material under study, assessment is constructed primarily through play-based practices, suggesting a tendency to integrate it into children’s learning experience. The presence of structured assessment activities, portfolio documentation, and reflective processes complements this picture, shaping more open and dialogic forms of assessment. At the same time, the prominence of specific assessment forms, such as digital games and memory or search games, together with the wide distribution of unique subcategories, highlights the considerable diversity of the assessment practices adopted in the EAN educational scenarios. Reading the findings through Michael Quinn Patton’s ‘Pedagogy of Evaluation,’ in dialogue with Paulo Freire, allows us to view assessment as a pedagogical act that teaches through values, priorities, and processes. From this perspective, assessment literacy cannot be transferred mechanically from one context to another, but must be ‘reinvented’ in relation to the pedagogical and social context of critical early childhood education. The study concludes that the educational scenarios of the EAN programme appear to shift assessment literacy toward experiential, participatory, and documented forms of learning, while keeping open the question of the extent to which children’s voices are strengthened in the co-construction of assessment practices. It is precisely at this point that it becomes clear whether assessment literacy will serve control or be transformed through a critical educational perspective that strengthens young children’s participation and reflection.