Postdoctoral Research

Postdoctoral Researchers

Maria Kaltsa

Maria Kaltsa is a postdoctoral researcher in the area of Psycholinguistics at the Department of Theoretical and Applied Linguistics, School of English, Aristotle University of Thessaloniki. She studied English Language and Literature at AUTH, and she holds an MPhil in Linguistics from the University of Cambridge (Funding: Cambridge European Trust 2006-2007), and a PhD from AUTH (2012). Her doctorate research (Dissertation Title: The Acquisition of Telicity in the Native Language) was funded by Heracleitus II (Award No: 86348). Prior to her employment at Aristotle University, she worked as a postdoctoral researcher for the Thalis Project: Bilingual Acquisition & Bilingual Education: The Development of Linguistic & Cognitive Abilities in Different Types of Bilingualism (BALED) in AUTH (2012–2015) and at the Centre for the Greek Language (2011-2015). In 2016, she received a Postdoctoral Research Award of Excellence & Innovation from the AUTH Research Committee and she is working on the lexical processing of Alzheimer’s patients and since 2017 she has been working as a lecturer at Hellenic Open University. She has been lecturing at undergraduate and postgraduate courses on Psycholinguistics, Language Development, Language Processing, Applied Linguistics, Psychology of Reading and Research Methods. Her scientific interests involve lexicon, (morpho)syntax, interface phenomena, L1/L2 acquisition, multilingualism, first language attrition, language processing and developmental disorders. Currently her research focuses on the evaluation of language and cognitive skills in pre-term infants through the use of eye-tracking methodology.

Starting date of her project: January 2019

For a full cv click here.

Evangelia Kyritsi

Evangelia Kyritsi graduated from the School of English, Aristotle University of Thessaloniki in 2002. She holds an MA in Clinical Linguistics from the Department of Linguistics & Applied Language Studies, Reading University (2002-2003) and a PhD from the Department of Clinical Language Sciences, School of Psychology, Reading University (2003-2007). For her doctoral research, which was funded by the University of Reading and the Economic & Social Research Council, she investigated phonological awareness, letter-sound knowledge and word recognition in Greek deaf children. In 2008-2009 she received funding from Leventis Foundation to do research on speech skills in Greek deaf children as a postdoctoral researcher at the Department of Theoretical & Applied Linguistics, School of English, Aristotle University.

She has worked as part-time sessional lecturer at Reading University (2003-2004, 2005-2006) and as adjunct lecturer at the Department of Theoretical & Applied Linguistics, School of English, Aristotle University (2007-2008) and at Athens Metropolitan College (2007-2008). Since 2007 she has been teaching English as a foreign language at a special school for deaf and hard-of-hearing students and at a special vocational school in the area of Athens. She also has a certificate in Greek Sign Language, administered by the Hellenic Federation of the Deaf.

Her research interests are: teaching English to students with special educational needs, clinical linguistics, psycholinguistics, language acquisition, language disorders, literacy development.

For a full cv click here.

Christopher Lees

I graduated with a BA in Modern Languages (Greek, German, French) from the University of Birmingham, UK. Subsequently, I moved to Greece, in order to pursue postgraduate studies, graduating with a MA in Theoretical and Applied Linguistics from the University of Athens (Sylff fellowship) and a PhD in Sociolinguistics from the Aristotle University of Thessaloniki (IKY scholarship). My research interests focus on language and society, with a particular emphasis on language variety, digital language communication, (Critical) Discourse Analysis, and sociolinguistic approaches to translation. I am currently carrying out postdoctoral research (IKY scholarship) in the School’s Department of Translation and Intercultural Studies on the “translation landscape” of Thessaloniki. The term translation landscape is one I have adapted from the related sociolinguistic subfield of Linguistic Landscape Studies (LLS), which analyses the language visible in public spaces, such as on signs, shop fronts, graffiti etc. By combining theoretical approaches from Sociolinguistics and Translation Studies, the purpose of my research is to establish a new theoretical framework which will analyse the ways in which Greek source texts visible in public spaces are translated into English in relation to language, society, space and time, and identity for the purpose of being understood by non-Greek speakers.

Angelos Lengeris

Angelos Lengeris is a Lecturer in Linguistics at the University of Kent, Department of English Language and Linguistics. His main interests are in the areas of phonetics, second-language learning and TEFL/TESOL. His PhD thesis examined the use of new technologies for improving English perception and pronunciation for Greek learners of English. In 2012, he was awarded a 3-year GSRT Postdoctoral Fellowship co-funded by the European Social Fund and the Greek State. This work extended his PhD research by examining (a) the concurrent learning of English vowels and consonants by Greek learners of English and (b) whether learning transfers to conversational speech. Other projects he has worked on have looked at the learning of second-language intonation, the acoustics of vowels in different speaking styles, the phonetics and phonology of Greek dialects, and the perception of stress.

Personal webpage:
Departmental webpage:

Vinia Dakari

My current project involves field observation and data collection and analysis on the aesthetics and reception of cancer-related performance in Greece. It expands on the philosophical/theoretical/analytical framework I introduced in my doctoral dissertation, titled “Performing Cancer: Toward an Aesthetic of the Unpresentable,” which accommodated the aesthetic aspects of the unpresentability of cancer in Anglophone and German performances as well as their impact on spectators. 
My research and writing encompass current developments in the rising interdisciplinary field of the Critical Medical Humanities and, more specifically, the aesthetic, therapeutic, and pedagogic values of the theatre/medicine encounter.
I am the Greek Representative for the Arts Health Early Career Research Network (ECRN) and regular member of the Greek Cancer Society’s Centre for Support, Education and Research in Psychosocial Oncology Working Group. I have co-edited MEDICINE AND/IN THEATRE, a special topic issue of Critical Stages/Scènes Critiques, the e-journal of the International Association of Theatre Critics (IATC). Find more on my personal website:

Starting date of her project: November 2017

For a full cv click here.

Lizzy Pournara

She is Postdoctoral Researcher at the Department of American Literature and Culture, Aristotle University of Thessaloniki. She holds a Ph.D. in Contemporary American Poetry (2018), an M.A. in English Literature (2013) and a B.A. in English (2011) from the Aristotle University of Thessaloniki (AUTh). For her Ph.D. she was funded by the Greek State Scholarships Foundation (2017-2018). In Fall 2015 she participated as an exchange Erasmus+ student at the Doctoral Program Materialities of Literature at the University of Coimbra, Portugal. In Spring 2016, she was a Visiting Scholar (Stavros Niarchos Foundation IVGS Award) at Sensorium Center for Digital Arts and Technology, at York University in Toronto, Canada. She is the recipient of a Fulbright scholarship for her participation in the Salzburg Global Seminar (2014) and of a Scholarship of Excellence for Ph.D. Candidates (2016) by the Research Committee of AUTh. Her research interests focus on contemporary American poetry, digital literature, augmented reality, immersive narratives and creative writing. She is currently completing an M.A. in Creative Writing at the University of Western Macedonia, Greece. She is a member of the Multimodal Research and Reading Group of School of English, AUTh as well as a member of the Hellenic Association for American Studies and the European Association for American Studies.

Her postdoctoral project, titled “Intersection of Print and Digital Media in North-American Poetry, explores the intersection of print and digital media in North-American poetry. This project is placed within the interdisciplinary framework of the humanities and new media technologies, and seeks to promote the relationship between literary studies and digital tools. On the one hand, this postdoctoral project focuses on the ways in which digitality affects print poetry. On the other hand, she is interested in the practical application and development of particular technological tools that mold storytelling practices. Within the framework of the Laboratory of Narrative Research, her postdoctoral project specializes in augmented reality as a space of literal intersection of print and digital elements, and she aims at exploring the storytelling potential of immersive media.

Starting date of her project: July 2019

For a full CV please click here.

Evangelia Soulioti

Implementing CLIL in tertiary ESP settings: The case of Epirus Institute of Technology in Greece”

Content Language and Integrated Learning has become major language learning educational policy promoted by the EU these days. CLIL encompasses any “dual-focused educational approach in which an additional language is used for the teaching and learning of both content and language” (Coyle, Hood and Marsh 2010:1). This research is an attempt to explore the attitudes and perceptions of students in a formal tertiary education setting towards CLIL implementation.

For the scope of the paper a questionnaire was designed and distributed to undergraduate students in the Speech and Language Therapy Department of Epirus Institute of Technology in Greece. The participants attended an ESP course mainly based on CLIL strategies, yet all content courses were taught in the first language and there was no integration of contents and foreign language.

The purpose of this research is twofold: first to gain insight into students’ attitudes and perceptions regarding certain CLIL instructional strategies the teacher implemented in the ESP course and second to explore their reactions and perceptions regarding possible full CLIL implementation across the curriculum. In this respect this paper will discuss ways to implement CLIL in tertiary settings, taking simultaneously into account several limitations: the teaching situation, students’ level of English proficiency, materials and aids, formal syllabus and curriculum. Finally, it hopes to provide diagnostic feedback that will aid in the improvement of ESP course design, as well as useful data to underpin further development of the existing foreign language syllabi and curricula in higher education. 

Project period: 2011-2014Project Publication & Conference Presentations

Departmental webpage:

Tonia Tsamouris

Tonia (Antonia) Tsamouris is Postdoctoral Researcher at the Department of American Literature and Culture, Aristotle University of Thessaloniki. She has studied Drama and Theatre (BA, 1999, Theatre Department, AUTH). She holds an MA in Drama and Theatre Studies (2000, Drama Department, Royal Holloway Univ. of London) and a Ph.D. in Harold Pinter’s plays and screenplays in relation to M. Merleau-Ponty’s Theory of Phenomenology (2008, School of English, AUTH). She teaches Drama in “Athens’ Drama School-G. Theodosiadis”. She also lectures on Drama and Theatre at “Deree”-American College of Greece. She is a theatre critic; her critics are published at “Theatrografies” (Dodoni Editions) and at the e-magazine Technes-plus.

She has worked as Theatre Expert at the Centre for the Ancient Greek Drama-“Desmi” (2000-2007), as well as a Reader and Project Manager at the Fiction Department of ANT1 TV (2007-2017). She also works as Dramatologue in theatre performances.

She is a member of the Hellenic Association of Theatre and Performing Arts Critics, of the Harold Pinter’s Society, of the Pan-Hellenic Scientific Association of Theatre Scientists, of the “Center for the Semiotics of Theatre” and of HELAAS (Hellenic Association for American Studies).

She has a nine-years old daughter.

Project period: April 2019-April 2022

For a full CV, please click here.

Despoina N. Feleki

She is a Postdoctoral Researcher at the Department of American Literature and Culture, Aristotle University of Thessaloniki in Greece. She has worked as an Adjunct Lecturer in the School of English, AUTh (2019-2020). She also serves as an appointed School Educator in Greece (2000-present). She completed her MA in Studies in European Literature and Culture (2007) and her PhD in Contemporary American Culture in the School of English, AUTh (2015). Feleki teaches undergraduate and postgraduate courses on fiction and pedagogy, focusing on the intersections between textuality and digitality and on how these affect literary and educational practices. Her other research interests include Contemporary Anglophone Literature, World Literature, Popular Culture, Fandom and Videogame Studies. Feleki is a member of the Multimodal Reading and Research Group of the School of English, AUTh. She has served as the Young Scholar Representative of the Hellenic Association for American Studies (HELAAS) and is currently the Treasurer of the same Association. Her monograph, entitled Stephen King in the New Millennium: Gothic Mediations on New Writing Materialities, was out by Cambridge Scholars Publishing in 2018. She is the co-editor of the Special Issue of Ex-centric Narratives: Journal of Anglophone Literature, Culture and Media by HELAAS under the title "Popular Culture in a New Media Age: Trends and Transitions" (forthcoming in December 2020).

In her postdoctoral research project, titled Active Citizenship: The Role of New Media in Literary and Educational Practices, Feleki investigates the entangled repercussions of the wired social media interactions of contemporary Anglophone writers who use literary voice in tandem with digital form as a means of social mobilization. As a researcher and educator in Greek State Education she intends to engage learners of Greek Secondary Education with the School of English (AUTh) and the Narrative Lab in educational and literary projects in order to measure, study and draw valuable conclusions about the entangling power of literature and social media to raise young people’s awareness and energize their participation in collective instances of activism.

Starting date of her project: April 2019

For a full CV, please click here.