In this week's episode, I chat with Aylin Erengul Gregg, international educator, consultant, and developer of the LEAVES Approach, a framework designed to affirm multilingual learners’ cultural and linguistic identities while supporting their second language acquisition.Aylin shares her journey from growing up in Turkey as a non-native English learner to teaching in international schools across the globe. She reflects on the challenges and triumphs of navigating language and culture, and how those experiences led to the creation of the LEAVES Approach.The conversation also explores the intersections of teaching, identity, and motherhood, highlighting how raising multilingual children has further shaped Aylin’s vision for inclusive and affirming classrooms. To learn more about Aylin's work, you can visit the LEAVES website at leaveseal.com or follow her on LinkedIn.

BIO: Aylin Erengul Gregg is an educator, consultant, and developer of the LEAVES Approach, a framework that affirms multilingual learners’ cultural and linguistic roots while supporting their second‐language acquisition. Raised as a non-native English learner, Aylin experienced firsthand the challenges of navigating different accents and accessing academic content in a language that was not her own. Those early experiences deeply shaped her commitment to crafting learning environments in which multilingual students don’t just survive but they thrive. Aylin holds a Master’s degree in TESOL and has taught across multiple international settings. Her professional roles have included teaching English as an Additional Language (EAL) and English Language Acquisition (ELA) in diverse school systems. Previously, she taught at TAKEV High School, served as Head of Department and Grade 5 English teacher in primary and middle schools, and then moved to international schools—most notably Western International School of Shanghai and Frankfurt International School. Most recently, she serves as MYP English Language Acquisition and ESOL teacher at IGB International School. Driven by her conviction that the dominant paradigm of assimilation often silences students’ identities, Aylin launched LEAVES to equip teachers with practical, research-informed strategies that help multilingual learners engage academically without losing their sense of self. Under her leadership, LEAVES advocates for inclusive, language-rich classrooms where affirmation, scaffolding, and identity-support are central. When she is not working with students or training teachers, Aylin writes, shares reflections, and promotes the mission of multilingual affirmation through social media and professional networks.

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