The topic of the research is early childhood bilingual education in kindergarten, a longitudinal study. 

This research focuses on the methodology of teaching English for specific purposes to students of Early Childhood and Infant Education.

This research focuses on the use of English language stories, fairy tales and picture books. The use of stories and picture books in early childhood language development and their use in CLIL sessions.

The topic of the research is the role of story making in order to help inclusion in the primary classroom, in European contexts. Designing and creating a digital tool for creating inclusive stories and the development of in-service teacher training materials.

The focus of the research is the development of internationalisation in primary and preschool teacher education, develpment of internationalisation strategies and opportunities for on-campus internationalisation.

During the months of the Covid-19 pandemic, teachers were obliged to switch to emergency remote teaching the world over. Relatively scant attention has been paid to foreign language teachers, especially those working in the primary grades of public education. The research (part of a bigger project) is aimed at identifying (a) the obstacles with which the respondents were confronted, and (b) the potentially beneficial carry-over effects of their newly acquired competences upon their return to the ‘real’ classroom. On the basis of questionnaire and metaphor data analyses, it turns out that although the lockdown period negatively affected the respondents’ mental and emotional well-being, it enhanced their professional development in general, and their familiarity with the technological advances available to foreign language education in particular.