He has published numerous articles regarding linguistic research, interpretation, and Sign Language Teaching/Learning. He has also presented various abstracts at a number of National and International conferences
Luigi currently holds the position of Senior Research Fellow and Senior Lecturer in Sign Language within the BSL and Deaf Studies department. He is actively involved in teaching various modules that focus on the practical application of British Sign Language and Deaf Studies, including the Postgraduate module in British Sign Language/English Interpreting. Additionally, Luigi serves as a Language Expert in Sign Languages at the European Centre for Modern Languages of the Council of Europe (ECML) in teacher and learner competences.
Luigi has led cohorts of educators in developing educational programs, emphasising the pivotal role of language pedagogy and tailored language training methods to suit diverse learner needs. His expertise extends to analysing levels of language proficiency and competence using the CEFR (Common European Framework of Reference for Languages), ensuring a comprehensive approach to language instruction. Luigi integrates applied concepts of Sign Linguistics into his teaching methodologies, providing students with practical insights into language usage and competence.
He has led numerous international and national workshops aimed at enhancing educators’ understanding of teaching techniques and fostering continuous professional development. Additionally, Luigi has actively participated in various European projects, contributing to the advancement of language education on a broader scale. Furthermore, Luigi has presented compelling abstracts at both national and international conferences, showcasing his ongoing commitment to scholarly discourse.
His contributions to linguistic research, interpretation, and Sign Language teaching and learning are evident in his extensive publication record. This covers a range of topics, such as a book regarding LIS Phonology and an article identifying phonological errors among M2-L2 learners.