About
My research interests include language testing and assessment, teaching/learning, teacher training, materials design and evaluation, differentiated instruction, multilingual and distance education, and learning difficulties. I am the editor and author of several volumes, journal papers, and book chapters and the coordinator of the Classroom-based Language Assessment SIG – EALTA and Evaluation and Assessment FoU at OsloMet. I am currently coordinating and participating in research projects on second language assessment literacy (TALE at www.taleproject.eu), identifying linguistic parameters accounting for progress in proficiency in high-stakes tests and authentic language acquisition in multilingual contexts (ENRICH and PALM at www.enrichproject.eu and www.palm-edu.eu/en/) and others e.g. DINGLE/DAAD, TRIBES/COST, etc
Research groups
Research projects
Ongoing research projects
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CLIL Network for Languages in Education (CLILNetLE)
The project aims to develop a shared conceptualisation and research agenda for the investigation of bi- and multilingual disciplinary literacies in Content and language integrated learning (CLIL).
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Multilingual Beliefs and Pedagogies of English Language School Teachers in Norway
PhD project exploring how to foster multilingual pedagogies in English language teaching in schools in Norway through researching the multilingual beliefs and pedagogies of English teachers in linguistically rich and diverse school contexts.
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Teacher education across Europe: Innovative Mobility Opportunities (ΤΕΙΜΟ)
The TEIMO project aims to develop an inclusive, state-of-the-art Blended Intensive Programme (BIP) to enhance teacher education across Europe.
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Teacher Education for a Future in Flux - TEFF Academy
An international research project addressing the need for joint training and further education that help teachers cope with recent challenges in schools.
Completed research projects
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Beyond access: improving quality of early years reading instructions in Ethiopia
The objective of the project is to improve the quality of education for primary grades in Ethiopian schools.
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Critical thinking in primary education
KriT is an interdisciplinary project aiming at developing educational models for critical thinking in primary education using children’s literature and news.
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English as a Lingua Franca For Inclusive Multilingual Classrooms (ENRICH)
ENRICH aims at developing a high-quality Continuous Professional Development infrastructure.
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Key Inclusive Development Strategies for Life-Long Learning (KIDS4ALLL)
KIDS4ALLL aims to pilot an innovative action that will experiment a learning method and learning environment in formal, non-formal and informal educational contexts to address the integration challenges of migrant children.
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Let's Become Inspirers and Architects of a Sustainable School
The project targets challenges in the school environment and aims to foster inclusive teaching practices by developing "green skills".
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Reinventing Mainstream Classrooms (RE.MA.C.)
The project brings together native language students, migrant students and mainstream (language) teachers.
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Supporting Content and Language Learning Across Diversity (SCALED)
The aim of the SCALED project is to develop a new online course: interactive and self-study mode that can be adapted to onsite use.
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Teacher Research Literacy (TREL): Comparative Trajectories in the Nordic-Baltic Region
TREL aims to identify good practices in the Nordic-Baltic educational context.
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Transnational Collaboration on Bullying, Migration and Integration at School Level (TRIBES)
The project aims at advancing collaboration between stakeholders to evolve and improve scientific measures and guides, building capacity across these challenged areas, working holistically towards ensuring integration.
Publications and research
Scientific publications
Mavroudi, Anna;
Saglam, Asli Lidice Gokturk
;
Tsagari, Dina
(2025).
Perceived benefits and challenges of scaffolds in online education – a mixed method case study with teacher students.
Interactive Learning Environments.
https://doi.org/10.1080/10494820.2025.2596897
Tsagari, Dina
; Armostis, Spyros
(2025).
Contextualizing Language Assessment Literacy: A Comparative Study of Teacher Beliefs, Practices, and Training Needs in Norway and Cyprus.
Education Sciences.
Vol. 15.
https://doi.org/10.3390/educsci15070927
Tsagari, Dina
; Rousoulioti, Thomais
(2025).
Enhancing Assessment Literacy for Teachers of Less Commonly Taught Languages: Insights from Greek as a Second Language.
Trends in Higher Education.
Vol. 4.
https://doi.org/10.3390/higheredu4010012
Johannessen, Øystein Lund; Almeida, Silvia de; Friant, Nathanaël; Győri, János Gordon; Sebestova, Jarmila Duhacek; Støen, Janne;
Tsagari, Dina
; Fandrem, Hildegunn
(2024).
Diverse responses to differing, complex realities : Inclusive Educational programmes for newly arrived migrant students.
Fandrem, Hildegunn; Norman, James O’Higgins (Ed.).
International Perspectives on Migration, Bullying, and School : Implications for School, Refugees and Migrants. p. 54-70.
Routledge.
https://doi.org/10.4324/9781003439202
Vogt, Karin;
Tsagari, Dina
(2024).
Insights from Emergency Remote Language Assessment for a post-pandemic world.
Studies in Language Assessment (SiLA).
Vol. 13.
https://doi.org/10.58379/JJZP4250
Bøhn, Henrik;
Tsagari, Dina
(2024).
Collaborative assessment cultures and the development of LAL.
Baker, Beverly; Taylor, Lynda (Ed.).
Language Assessment Literacy and Competence Volume 1: Research and Reflections from the Field. p. 223-230.
Cambridge University Press.
https://hdl.handle.net/11250/4824664
Vogt, Karin; Bøhn, Henrik;
Tsagari, Dina
(2024).
Language assessment literacy.
Language Teaching.
https://doi.org/10.1017/S0261444824000090
Chilla, Solveig; Doetjes, Gerke (Gerard); Vogt, Karin; Ibrahim, Lina Abed;
Tsagari, Dina
(2024).
Digital-inclusive Transformation and Teacher Preparedness for Foreign Language Education – A Bilateral German-Norwegian Perspective.
Center for Educational Policy Studies Journal – CEPS Journal.
https://doi.org/10.26529/cepsj.1690
Karagkouni, Ifigeneia; Rousoulioti, Thomais;
Tsagari, Dina
(2023).
The Effectiveness of Dynamic Assessment on Improving Multilingual Students' Writing Skills in Distance Education.
Saglam, Asli Lidice Gokturk; Sevgi-Sole, Ece (Ed.).
Emerging Practices for Online Language Assessment, Exams, Evaluation, and Feedback. p. 82-98.
IGI Global.
https://doi.org/10.4018/978-1-6684-6227-0.ch005
Tsagari, Dina
; Liontou, Trisevgeni; Giannikas, Christina-Nicole
(2023).
EFL educators in the COVID-19 era: Examining the case of Greece.
Research Papers in Language Teaching and Learning.
Vol. 13.
https://hdl.handle.net/11250/4580429
