Avenue Teammate Spotlight: Dr. Sepideh Alavi
Dr. Sepideh Alavi’s path to New Language Solutions spans university teaching, teacher education, and early work in computer-assisted language learning. Now Associate Executive Director, she helps guide Avenue and CanAvenue with a focus on thoughtful innovation, accessibility, and instructor-informed design.
In this conversation, Sepideh reflects on how her academic background, lived experience, and curiosity about technology shape her work and what that means for the future of language training and newcomer settlement.
Generative AI was used to help organize and edit the original interview transcript. It helped break long answers into shorter sections, add clarifying questions, and improve readability, while keeping the interviewee’s words, meaning, and perspective intact.
Rob
Sepideh, let’s start with Avenue. How did your role with the project begin – and how has it evolved?
Sepideh
My role has changed a great deal over time. I initially joined as a content developer on the Onyx project, and from there moved into instructional design and PBLA module development.
As I became more involved, I also started working on updating and improving training materials for the Avenue (LearnIT2Teach) Teacher Training Stages. That opened up opportunities to mentor and support instructors as they worked through the training themselves, which I found very rewarding.
Over time, those responsibilities expanded into broader leadership roles. I became the manager of CanAvenue, where I oversee course design and development for our independent language learning platform. More recently, I stepped into the role of Associate Executive Director at New Language Solutions, supporting the Executive Director with day-to-day operations and organizational planning.
As I became more involved, I also started working on updating and improving training materials for the Avenue (LearnIT2Teach) Teacher Training Stages. That opened up opportunities to mentor and support instructors as they worked through the training themselves, which I found very rewarding.
Over time, those responsibilities expanded into broader leadership roles. I became the manager of CanAvenue, where I oversee course design and development for our independent language learning platform. More recently, I stepped into the role of Associate Executive Director at New Language Solutions, supporting the Executive Director with day-to-day operations and organizational planning.
Rob
Before joining Avenue, you were already deeply involved in language education. What did your professional life look like before coming to Canada?
Sepideh
Before immigrating to Canada, I worked as an EFL teacher, a university lecturer, and later as an assistant professor of Applied Linguistics at Shiraz University in Iran.
Even early in my academic career, I was drawn to the potential of computers and online learning tools. At the time, technology wasn’t being used very systematically in language education, especially at the graduate level, and I saw a real gap there.
That led me to propose and develop courses in Computer-Assisted Language Learning (CALL). I designed the syllabi, secured departmental approval, and taught both the theoretical foundations and practical applications. Students worked with tools like Moodle, H5P, Hot Potatoes, and other authoring programs, so they could engage hands-on with technology they might later use as instructors themselves.
Even early in my academic career, I was drawn to the potential of computers and online learning tools. At the time, technology wasn’t being used very systematically in language education, especially at the graduate level, and I saw a real gap there.
That led me to propose and develop courses in Computer-Assisted Language Learning (CALL). I designed the syllabi, secured departmental approval, and taught both the theoretical foundations and practical applications. Students worked with tools like Moodle, H5P, Hot Potatoes, and other authoring programs, so they could engage hands-on with technology they might later use as instructors themselves.
Rob
You weren’t just teaching about technology – you were running your own language school as well. How did that come about?
Sepideh
Yes, that was happening around the same time. I established a small language school and invested heavily in technology – including high-capacity servers, thin clients, and learning software. The idea was to create a hub where EFL instructors could deliver online language classes through Moodle.
Running the school required me to manage the LMS independently, do some basic coding, and handle hosting and distribution of learning materials. It was very hands-on, and at times quite challenging, but it gave me a much deeper understanding of how learning technologies work behind the scenes.
Running the school required me to manage the LMS independently, do some basic coding, and handle hosting and distribution of learning materials. It was very hands-on, and at times quite challenging, but it gave me a much deeper understanding of how learning technologies work behind the scenes.
Rob
That sounds both exciting and demanding. What happened next?
Sepideh
Less than a year after opening the school, the political situation changed dramatically. Internet access became unreliable and was sometimes cut off entirely. Online instruction was no longer sustainable.
We had to pivot quickly to an in-person model. We continued using the digital tools and materials we had developed, but not in the way they were originally intended. That experience – adapting under pressure, blending modalities, rethinking delivery – had a lasting impact on how I approach instructional planning and course design.
We had to pivot quickly to an in-person model. We continued using the digital tools and materials we had developed, but not in the way they were originally intended. That experience – adapting under pressure, blending modalities, rethinking delivery – had a lasting impact on how I approach instructional planning and course design.
Rob
Looking back, how did those experiences shape your transition to Canada and eventually to NLS?
Sepideh
In many ways, everything I had done before prepared me for this work. Teacher education, CALL, LMS management, blended learning – all of it came together.
When the global pandemic hit and educators everywhere were forced to rethink how learning could happen, I found myself drawing directly on those earlier experiences. It still amazes me how closely aligned my past work is with what I do now at Avenue and CanAvenue.
When the global pandemic hit and educators everywhere were forced to rethink how learning could happen, I found myself drawing directly on those earlier experiences. It still amazes me how closely aligned my past work is with what I do now at Avenue and CanAvenue.
Rob
What keeps you motivated in your current work?
Sepideh
I really enjoy exploring new tools and finding creative ways to integrate them meaningfully into pedagogy and course design – especially when they help solve real problems or extend learning beyond the classroom.
I also find it very rewarding to see how language learning theories and research are translated into practice through digital materials. That connection between theory and real-world application is what excites me most.
I also find it very rewarding to see how language learning theories and research are translated into practice through digital materials. That connection between theory and real-world application is what excites me most.
Rob
You’ve spoken before about technology’s role in immigrant settlement. How do you see that connection?
Sepideh
Technology makes self-directed and independent learning possible in ways that simply weren’t before. For newcomers, it can open access to language learning, settlement information, and essential services – particularly when attending face-to-face sessions isn’t always feasible.
It also supports inclusion by offering flexible, learner-centred pathways. People can participate at their own pace and according to their real-life constraints. For many newcomers, that flexibility is the difference between being excluded and being able to engage fully with their new community.
It also supports inclusion by offering flexible, learner-centred pathways. People can participate at their own pace and according to their real-life constraints. For many newcomers, that flexibility is the difference between being excluded and being able to engage fully with their new community.
Rob
Technology is evolving quickly, especially with AI. Where do you see the biggest opportunities, and the biggest risks?
Sepideh
The opportunities are significant. AI can provide immediate, personalized feedback and scaffolding, allowing learners to practice in low-pressure environments. That’s especially helpful for those who are anxious about making mistakes or speaking in groups.
For educators, AI also has the potential to reduce administrative and preparation workloads, which can help restore some work–life balance.
At the same time, there are serious risks. Privacy and data security are major concerns, as many AI systems collect personal information. There are also ethical issues around transparency and appropriate use. We’re already seeing cases where people default to AI instead of doing the intellectual work themselves, producing content that looks polished but lacks depth or originality.
And of course, there’s the digital divide. Not everyone has equal access to technology or the digital literacy needed to use it effectively.
For educators, AI also has the potential to reduce administrative and preparation workloads, which can help restore some work–life balance.
At the same time, there are serious risks. Privacy and data security are major concerns, as many AI systems collect personal information. There are also ethical issues around transparency and appropriate use. We’re already seeing cases where people default to AI instead of doing the intellectual work themselves, producing content that looks polished but lacks depth or originality.
And of course, there’s the digital divide. Not everyone has equal access to technology or the digital literacy needed to use it effectively.
Rob
Finally, is there one message you’d like to share with professionals working in settlement language training?
Sepideh
A bit of curiosity and a willingness to experiment can go a long way – as long as it’s grounded in pedagogy and a deep understanding of learners and context.
Used thoughtfully and creatively, digital tools can open up engaging, flexible learning possibilities that genuinely support both instructors and learners.
Used thoughtfully and creatively, digital tools can open up engaging, flexible learning possibilities that genuinely support both instructors and learners.
