A conversation with Maria Alafogianni, BA, MA, MIL, Dip Trans, MSc Counselling and Positive Psychology, CEO B.E.S.A
Maria Alafogianni has studied English at the University of Westminster and Classical and Modern Greek Studies at King’s College London (University of London). She completed her CELTA at International House in London and her postgraduate studies in ELT at Thames Valley University and at the CIOL (Chartered Institute of Linguists). She has also completed an MSc in Counselling and Positive Psychology as well as an FTBE. Maria has worked in the ELT field for over 34 years as a tutor, teacher trainer, freelance translator, academic and career guidance counselor, oral examiner and coordinator for OFQUAL regulated awarding bodies.
She currently represents VTCT SKILLS in Greece and Cyprus and is the C.E.O. of B.E.S.A. (Best Educational Services & Assessment).
Can you tell us about your journey as an English teacher and how you came to collaborate with UK-based institutions to offer qualifications in Greece?
My journey started over 34 years ago as an English teacher and consultant with HAU, Omiros Association, Pitman and Edexcel, which was then under U.L.E.A.C. (University of London Examinations and Assessment Council), working with learners of all ages and backgrounds as well as teachers. Over time, I became increasingly involved in teacher training, academic consulting, and assessment as I was working with over 120 language schools as a consultant advising them on which awarding bodies they could opt for besides Cambridge and Michigan, which were the only UK awarding bodies recognized by ASEP at the time.
I realized that international qualifications could open doors for Greek students and educators, offering them credentials recognized worldwide. That’s when I started collaborating with UK-based institutions to bring high-quality English language certifications, teacher training programs, and translation qualifications to Greece. My goal has always been to bridge the gap between global educational standards and local needs, ensuring that both students and teachers have access to the best possible opportunities.
You co-operate with VTCT SKILLS ESOL and the VTCT Level 5 Diploma in Education & Training. How do these qualifications benefit learners and educators in Greece?
VTCT SKILLS ESOL, which stands for Vocational Training and Charitable Trust, is an excellent qualification for learners because it’s practical, structured, recognized internationally as it is present in over 60 countries, and it offers over 860 qualifications. As an exam, it is student friendly and administered 9 times a year. It is both a paper based and an online exam recognized by Ofqual and ASEP (2023) and we have been promoting it since June 2023. It examines all four skills (listening, reading, writing and speaking) like all language examinations should. It doesn’t just focus on language theory—it emphasizes real-world communication skills, making it ideal for students who need English for work, studies, or travel. Because VTCT is a charity, we donate 1 euro of every candidate exam fee to a Greek charity. Up to now, we have donated to two charities.
Regarding the VTCT Level 5 Diploma in Education & Training, it is our core belief that it is valuable for all educators. It provides teachers of all fields, not only English teachers, with a recognized UK qualification that enhances their teaching methodology, classroom management skills, and career prospects, as well as their academic development. Many Greek educators are looking for ways to internationalize their qualifications, and this diploma allows them to do exactly that.
The Institute of Linguists: Diploma in Translation is a highly regarded certification. How important do you think translation skills are in language learning and teaching?
Translation skills are fundamental, not just for professional translators but for anyone involved in language learning and teaching. Understanding how languages interact helps students develop stronger analytical and linguistic skills. The Diploma in Translation is particularly valuable in Greece, where many professionals work in translation, localization, and international business. It’s a highly respected qualification that can lead to career opportunities in publishing, media, and even education. From a personal point of view, I feel that if a teacher possesses such a qualification he/she has acquired an in-depth knowledge of the language. My ideal teacher would possess a teacher-training certificate and a CIOL Dip Trans because these two qualifications complement one another.
How do you tailor English language training programs to meet the specific needs of Greek learners?
Having been in this field for over 34 years, I often feel that one does not need to reinvent the wheel. What do I mean when stating this? Teachers should focus on core methodology and basic training before they embark on a journey where they jump on the bandwagon of every “new methodology” which in reality is not new, it has just been revised. I respect of course every colleague that makes an effort to introduce new teaching approaches but for every aspiring teacher, my advice is this: Do, by all means, learn the basics of teaching methodology and have an appropriate linguistic level of the language before you enter a classroom. This may sound quite harsh but to my dismay I have witnessed, especially after the pandemic, a plethora of individuals redefining methodology; in some cases with no actual need. For example, if one cannot afford an expensive Montessori course one can always find published or online material to indulge in and practice in the classroom in the most orthodox way. TPR (Total Physical Response) has been around for ages too – it’s nothing new!
Greek learners are typically strong in grammar and theory but often need more confidence in speaking and real-world communication. To address this, I believe we should focus on:
interactive, communicative teaching methods to build fluency; task-based learning that mirrors real-life situations; blended learning models, combining digital tools with traditional teaching and custom pathways depending on whether students need English for academic purposes, business, or social interaction.
At the end of the day, it’s all about making learning relevant, engaging, and personalized.
EDEN51 is part of your professional involvement. Can you share its role in language education and how it enhances teacher training?
Founded by Tom Reynolds, former five-times head of English and specialist leader of education (SLE), EdenFiftyOne is an award-winning edtech platform that encapsulates his step-by step approach to English skills education and the process for exam success.
EDEN51 has been designed to help teachers deliver structured, skills-based English lessons. Because Tom Reynolds is a former English teacher with dyslexia, the platform breaks down English learning into 51 universal skills across reading, writing, speaking, and listening. For example, from planning [Writing Skill 1] to punctuation [Writing Skill 14], considering audience [Reading Skill 3] to exploring inference [Reading Skill 11], the EdenFiftyOne [EFO] platform promotes the 51 universal skills at the core of your English curriculum and whole school literacy provision.
What’s great about EDEN51 is that it enables students to master the language by conquering skill after skill with ease. Teachers on the other hand have a valuable tool in their hands and their life becomes easier as they are able to assist each student separately in skills they are weak in. Above all, it enables students to achieve autonomy in learning, which at the end of the day is what every teacher works for.
You also co-operate with ICC EUROLTA, which focuses on European language teaching standards. How do these standards align with English language education in Greece?
First, we should spell out what ICC is: The International Certificate Conference – The International Language Association e.V. is a Non-Government Organisation (NGO) and Member of the Professional Network Forum at the European Centre for Modern Languages (ECML), a unique institution at the Council of Europe. ICC sets standards for a transnational network of language learners.
ICC EUROLTA sets high-quality benchmarks for language teaching, ensuring that educators are trained in modern, effective, and internationally recognized methodologies. In Greece, where teachers often seek professional development opportunities, these standards help align language teaching with global best practices. They also enhance mobility, allowing Greek educators to work in European and international settings with recognized qualifications. The uniqueness of this certification is that it allows a native speaker the practice of teaching their mother tongue around the world, both face-to-face and online. By the way, it should be noted that in Greece it is hugely supported by PALSO and other respected members.
What are the biggest challenges in providing internationally recognized English qualifications in the Greek market, and how do you overcome them?
When we first promoted VTCT Skills in Greece, colleagues from all over the country simply asked, “another certificate? There is already a great number of certifications in the Greek ELT market!” We were not at all discouraged because we knew what our challenges were and what we had to focus on in order to overcome these obstacles. The main challenges include lack of awareness about alternative international qualifications beyond the well-known and highly respected Cambridge and others. Financial barriers that make it harder for some students and teachers to invest in certifications and adapting global qualifications to the needs of Greek learners.
To overcome these, we focus on:
Educating institutions and learners about the benefits of these qualifications ensuring that everyone has access to the exams in every part of Greece. We are particularly sensitive when it comes to students with special needs and learning difficulties, thus we make an effort to accommodate them. Above all, we provide assistance and consultation to educators who are willing to make the change for a better more student-centered approach in teaching and assessment.
With the rise of online learning, have you noticed any shifts in how students approach English language learning in Greece?
Definitely. Students today are much more digitally oriented and expect learning to be flexible, interactive, and engaging. We’ve seen a shift towards blended learning models that combine online platforms with classroom teaching; more self-paced learning, where students use apps, videos, and AI-driven tools; greater emphasis on communication skills, as students are more exposed to English through social media and digital content. This shift has also led to an increased demand for microlearning—short, focused lessons that fit into busy schedules.
Ideally, I would love to see teachers working at ease solely with their coursebook or using Ted-Ex talks as well. A combination of both for me ensures that a student will get the best.
What do you see as the future of English language education and teacher training in Greece, and what role will international qualifications play in it?
The future is moving towards more skills-based, interdisciplinary, and technology-driven learning. We’re experiencing a focus on communication and real-world application; integration of English with subjects like STEM, Art, and Philosophy; more personalized, AI-powered learning experiences; a growing role for SEL (Social Emotional Learning) in teacher training.
International qualifications will play a key role in ensuring that Greek educators and students remain competitive on a global scale. They provide credibility, mobility, and access to global opportunities, which are crucial in today’s interconnected world. I’m sure that we all agree on this, but I would like to share my dream for my clan, because like you, I belong to the biggest industry in Greece that has been looked down on, especially in the last two decades.
There isn’t a single child that does not attend English lessons in Greece not only in the public sector but in the private one as well. We have the opportunity to shape characters and our future global citizens, so we should use this power wisely-and not abuse it. Therefore, before embarking on this beautiful journey we should focus on our own self-development and not only on CPD. Now as to what Greece can do to upgrade the EFL field, for me, the answer is for this country’s sector to take the plunge and become a new Malta. Allow me to elaborate on this. In 2018, I presented a plan to create a network of all interested schools offering education and hospitality to teenage students from all over the world, especially Europe. Malta (half the size of Rhodes) has been doing this for years with the help of their government and the ELT Council. Imagine that this is a small island that has less than 50 schools and caters for over one million European and international students who wish to combine English lessons with holidays. Can we not do this? I’m certain that we can, because we have offered as a sector, more than anyone else. We have everything: well-educated teachers, great schools, publishers by our side; all we need is the will and the drive to get going. We should all unite to make this dream a reality that will change the face of ELT in Greece.
