Fterniati Anna

Information

Name:	Anna	Position:	Professor
Surname:	Fterniati	Subject:	Language Education
Email:	afterniati@upatras.gr	Phone:	2610 969723

Short Description

Dr. Anna Fterniati is a Professor in the Department of Education Sciences and Social Work, of the University of Patras in Greece. She has participated in various research projects and has published papers and books in the field of language education and specifically in the field e
of literacy pedagogy and written discourse instruction, as well as in the field of multiliteracies. She also has experience and publications in curriculum design, development and assessment. She has served as a member of the board of designers of the National Curriculum for Language Arts in the Greek primary School and was a member of the board of editors of the teacher manuals and student textbooks for Language Arts for elementary education. She has also long experience in initial and continuing in-service teacher training.
Professional social media profiles: https://upatras.academia.edu/FterniatiAnna
linkedin.com/in/anna-fterniati-831a2a22
Personal social media profile: https://www.facebook.com/anna.fterniati

Short CV:	Dr. Anna Fterniati is a Professor in the Department of Education Sciences and Social Work, of the University of Patras in Greece. She has participated in various research projects and has published papers and books in the field of language education and specifically in the field e of literacy pedagogy and written discourse instruction, as well as in the field of multiliteracies. She also has experience and publications in curriculum design, development and assessment. She has served as a member of the board of designers of the National Curriculum for Language Arts in the Greek primary School and was a member of the board of editors of the teacher manuals and student textbooks for Language Arts for elementary education. She has also long experience in initial and continuing in-service teacher training. Professional social media profiles: https://upatras.academia.edu/FterniatiAnna linkedin.com/in/anna-fterniati-831a2a22 Personal social media profile: https://www.facebook.com/anna.fterniati
Education:	Bachelor in Letters (University of Athens) DEA in Linguistics (University Paris 7) DEA in Educational Psychology (University Paris 8) PhD in Language Education (University of Patras) Languages: English, French, German, Ancient Greek, Latin
Position – Subject:	Professor in the Department of Elementary Education, Division of Pedagogy, of the University of Patras (subject: Language Education).
Scientific fields of interest:	She has participated in various research projects and has published papers and books in the field of Language Education and specifically in the field of literacy pedagogy and written discourse instruction, as well as in the field of multiliteracies. She has also experience and publications in curriculum design, development and assessment.
Employment history:	Dr. Anna Fterniati has been employed as a teacher in secondary education and as a researcher at the Hellenic Pedagogical Institute of the Ministry of National Education. She has served as a member of the board of designers of the National Curriculum for Language Arts in the Greek Primary School (2003) and was a member of the board of editors of the current teacher manuals for Language Arts for elementary education (2003-2005). She has long and extensive experience in initial and continuing in-service teacher training.
Main research work:	She has participated in the scientific panels of 15 European and other research programs.

Teaching - Lessons

Postgraduate:

New course (2015-…):

Course title: Literacy, literacy pedagogy and multiliteracies

Course type: Theoretical and practical

Year of study:2^nd

Semester: 3^rd

Syllabus:

Systematic study of text-generic structure. Textual views of discourse and communication.

Τext-genre oriented programs for language teaching.
Written discourse production at school. Factors that determine it.
Strategies of genre based literacy pedagogy and of multiliteracies. Teaching multimodal texts.
Enhancing various dimensions of social literacy in a multicultural society.
The recent research activity.

Older courses:

1st course

Course title: Writing: Research and teaching

Course type: Theoretical

Year of study:2^nd

Semester: 3^rd

Syllabus:

Communicative-textual competence and written discourse production at school. Factors that determine the production of written discourse.
Genre based literacy pedagogy and multiliteracies.
Self-evaluation and metacognitive – metalinguistic competence.
The recent research activity.
Linguistic theories and their implementation in teaching. Implementing the interdisciplinary perspective of language in didactics. Major theoretical and methodological principles.
Language teaching and systematic study of text structure. Textual views of discourse and communication.
Communicative-text oriented approach and programs for language teaching.
Communicative-textual competence and written discourse production at school. Factors that determine the production of written discourse.
Genre based literacy pedagogy and multiliteracies.
Enhancing various dimensions of social literacy in a multicultural society.
Self-evaluation and metacognitive – metalinguistic competence.
The recent research activity.

2^nd course

Course title: Language Didactics

Course type: Theoretical

Year of study: 1^st

Semester:2^nd

Syllabus:

Linguistic theories and their implementation in teaching. Implementing the interdisciplinary perspective of language in didactics. Major theoretical and methodological principles.
Language teaching and systematic study of text structure. Textual views of discourse and communication.
Communicative-text oriented approach and programs for language teaching.
Communicative-textual competence and written discourse production at school. Factors that determine the production of written discourse.
Genre based literacy pedagogy and multiliteracies.
Enhancing various dimensions of social literacy in a multicultural society.
Self-evaluation and metacognitive – metalinguistic competence.
The recent research activity.

Undergraduate:

1st course
Course title: Modern Greek Language Didactics
Compulsory course
Course type: Theoretical and practical
Year of study: 3rd
Semester: 5th
Course content:
• Contemporary didactics principles on language teaching.
• The methodological orientation of the new Language Arts curriculum for elementary school, and its implementation in the new Language Arts textbooks. Teaching applications.

School practice applications and workshops

2nd course
Course title: Genres-didactics of written discourse and of multimodal texts
Elective course
Course type: Theoretical and practical
Year of study: 4th
Semester: 7th
Course content:
Genre-based literacy pedagogy and multiliteracy practices:
• Language teaching and systematic study of text structure. Textual views of discourse and communication.
• Contemporary didactics principles on pupils’ understanding, producing and elaborating written discourse, based on genre teaching and viewing written discourse production as a process of knowledge transformation through interactive activities.
• Understanding and producing multimodal texts combining different semiotic modes (verbal, visual, audio) in order to produce discourse in multi-faceted and multicultural social environments.

. Producing teaching material aiming to enhancing multimodal skills.

School practice applications and workshops

3rd course
Course title: Approaches to language teaching
Elective course
Course type: Theoretical and practical
Year of study: 2nd
Semester: 4th
Course content:
• Linguistic theories and their implementation in teaching.
• Implementing the interdisciplinary perspective of language in didactics.
• Structural, communicative and text-oriented approach. Major theoretical and methodological principles. Critical overview.
• School practice applications and workshops

4th course
Course title: Language, cross-thematic approaches and projects
Elective course
Course type: Theoretical and practical
Year of study: 4th
Semester: 8th
Course content:
Specialisation of the cross-thematic approach, as presented in the Cross Thematic Curriculum Framework for Elementary school, in cross-thematic activities and projects for Language Arts.
A particularly useful course for 4th year students, in view of their compulsory assignment (which has the form of a project) for their Teaching Practice in schools (Practicum).

School practice applications and workshops

The course can be offered for ERASMUS students as a Directed Independent Study (DIS)

5^th . Proffessor in charge of students’ practicum in schools (placement)

Publications

Selected publications

Fterniati, A. & Spinthouraki, J..A. (2004). The L1 communicative-textual competence of Greek upper elementary school students. L1. Educational Studies in Language and Literature 4:221-240. Netherlands: Kluwer Academic Publishers.Fterniati, A. & Spinthouraki, J..A. (2005-6). Implementing a communicative text oriented teaching approach. The International Journal of Learning 12 (3): 309-315.

Fterniati, A. & Spinthouraki, J..A. (2006). National Curriculum Reform and New Elementary School Language Arts Textbooks in Greece. The International Journal of Learning 13 (4): 37-44.Fterniati, A. (2007). The New Greek Elementary Language Arts Textbooks: Teaching Written Discourse Production. The International Journal of Learning 14 (9): 112-121.

Fterniati, A. (2009). Teaching Multimodality in Greek Elementary School Language Arts. The International Journal of Learning 16 (4): 299-325.Fterniati, A. (2010). Literacy pedagogy and multiliteracies in Greek Elementary School Language Arts. The International Journal of Learning 17 (3): 319-350.

Fterniati, A. (2013). Narrative skills and Genre Based Literacy Pedagogy Teaching Material: The Case of Greek Upper Elementary School Pupils one year after the implementation of the current teaching material. The International Journal of Literacies 19

Fterniati, A., Archakis, A., Tsakona, V. & Tsami, V. (2013). Media and literacy: Evidence from elementary school students’ literacy practices and the current teaching practices in Greece. Menon. Journal of Educational Researche, 2b.

Fterniati, A. (2015). Assessing elementary school pupils’ narrative skills. A longitudinal study of the impact of current Greek language teaching practices. Στο C. Donahue, M. Mamede et B. Marin (Eds.) Proceedings of the 9th Bi-annual International Conference of the International Association for the Improvement of Mother Tongue Education (IAIMTE). Literacies and Effective Learning and Teaching for all. Paris (Créteil) France June 11-13 2013. SHS Web of Conferences Vol. 16. EDP Sciences http://www.shs-conferences.org or http://dx.doi.org/10.1051/shsconf/20151601004.

Fterniati, A., Archakis, A., Tsakona, V. & Tsami, V. (2015). “Scrutinizing humorous mass culture in class: Α critical language teaching proposal”. Τhe Israeli Journal of Humor Research: Αn International Journal 4(1), 28-52.

Full text:LiteracyPedagogyandMultiliteraciesinGreekElementarySchoolLanguageArts.pdf

Full text:TeachingMultimodalityinGreekElementarySchoolLanguageArts.pdf

Full text:TheNewGreekElementaryLanguageArtsTextbooks.pdf

Full text:NationalCurriculumReformandNewElementarySchoolLanguageArtsTextbooksinGreece.pdf

Full text:ImplementingaTextOrientedApproachtoEffectStudentsTextualCompetence.pdf

Full text:L1 COMMUNICATIVE-TEXTUAL COMPETENCE OF GREEK UPPER ELEMENTARY SCHOOL STUDENTS.pdf Fterniati, A. (2013). Narrative skills and Genre Based Literacy Pedagogy Teaching Material: The Case of Greek Upper Elementary School Pupils one year after the implementation of the current teaching material. The International Journal of Literacies 19.