I completed my undergraduate studies at the National and Kapodistrian University of Athens (NKUA), Greece, postgraduate studies at Claremont Graduate School and at U.C.L.A. in the U.S.A. and postdoctoral studies at the University of Cambridge, England. I have contributed to foreign language (FL) teaching education in Greece: I was responsible for the first and second substantial FL curricula reforms in the 80s and the 90s, and recently led a team of language professional experts in developing the Integrated Foreign Languages Curriculum (IFLC), which was adopted in 2016 as the national FL curriculum. I also directed the research team that designed the ICFL data base (Dendrinos & Gotsoulia 2015) which is feeding ICFL descriptors with linguistic documentation. Another major national project that I directed was that of English for Young Learners. This required extensive research, on the basis of which the first foreign language was introduced to pupils from the first grade of primary schools.

Mainly concerned with the discursive practices of TEFL and European educational language planning, I have carried out research in Greece and other European countries, particularly England, Portugal and Spain. My areas of expertise are language politics in the E.U. and foreign language pedagogy, curriculum and materials development, as well as language testing and assessment. I have worked in the field of applied linguistics for language teaching and learning and, since the early 90s, I have been working in educational linguistics, but also in critically analysing the discourse of language policy documents and FL teaching materials. My keen interest in socially accountable applied linguistics has also led to the linguistic analysis of gender ideology, the linguistic representation of poverty and the bureaucratic discourse in Greek public documents.

During the last fifteen years of my professional life, I have devoted much time to developing a multilingual examination suite that leads to the state certificate of language proficiency, known by its Greek acronym KPG, soon to be a fully developed digital system. The e-KPG platform will contain automated services and e-testing. The KPG exams are administered on a national level by the Greek Ministry of Education, and they are offered in English, French, German, Italian, Spanish and Turkish. Thousands of Greek learners take part in these exams every year and their scripts are the source for data feeding the KPG English Corpus. Their performance has also provided ground for numerous research projects, some of which are presented in a collection of papers edited by Karavas & Mitsikopoulou (Peter Lang 2018).

Since 2014-2015, I am president of the ECSPM (http://ecspm.org) organising and supporting actions for multilingualism in society, the arts, in the workplace and in education. As an NGO, with its secretariat in Copenhagen, independent from the European Commission which launched it in 2009, assisted by its international partners and a committee of experts in bi- and multilingualism issues, ECSPM membership has been growing especially with academic organisations which comprise the CURUM (Cluster of University Research Units for Multilingualism) constituency.

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