Kostouli Triantafyllia

Professor

Department of Social & Cultural Studies
School Literacy

 Office 505

 Friday 18:00 – 19:30

 +30 2310 995091

 kostouli@eled.auth.gr

Dr Triantafyllia Kostouli is currently Professor in ‘School Literacy’ at the School of Primary Education, Department of Social and Cultural Studies. She has graduated from the University of Athens, School of Philosophy (Department of Greek Language and Literature). She has an MA (M.Phil.) from the University of Cambridge (School of Education) and a PhD from the University of Edinburgh, Department of Linguistics, Scotland. She was also a postdoctoral student at the University of Boston, USA.

Her research interests focus on: A) Educational Linguistics, Critical literacy. Writing. Sociocultural and sociocritical approaches to literacy, school genres, critical analyses of writing practices in school contexts. B) Classroom discourse: Analyzing ‘effective’ teacher talk and developing practices for turning classroom communities into places of dialogic inquiry. C) Designing curricula for the teaching of Greek in elementary and secondary schools. D) Academic literacy. Students’ socialization into the academic culture.

  • Kostouli, T. (2009). A sociocultural framework: Writing as social practice. In: R. Beard, D. Myhill, J. Riley & M. Nystrand (Εds.). The SAGE Handbook of Writing Development (pp. 98-116). London: Sage.
  • Kostouli, T. & Mitakidou, S. (2009). Policies as top-down structures versus as lived realities: An investigation of literacy policies in Greek schools. In: S. Mitakidou, E. Tressou, B. B. Swadener & C. A. Grant (Εds.). Beyond pedagogies of exclusion in diverse childhood contexts: Transnational Challenges (pp. 47-63). New York: Palgrave Macmillan.
  • Kostouli, T. (2005). Introduction. Making Social Meanings in Contexts: Writing, Literate Activities and Learning Processes in Sociohistorical Communities. In: T. Kostouli (Ed.). Writing in Context(s): Textual Practices and Learning Processes in Sociocultural Settings (pp. 1-26). Boston: Springer.
  • Kostouli, T. (2005). Co-constructing writing contexts in classrooms: Scaffolding, Collaboration, and asymmetries of knowledge. In: T. Kostouli (Ed.) Writing in Context(s): Textual Practices and Learning Processes in Sociocultural Settings (pp. 93-116). Boston: Springer.
  • Kostouli, T. (2002). Discourse Analysis, language teaching and syllabus design: The Greek context. Review-article on the textbook entitled “Expository Discourse” which is used in Greek high schools for the teaching of expository discourse. GLOSSOLOGIA, 13, 179-197.
  • Kostouli, T. (2002). Teaching Greek as L1: Curriculum and textbooks in Greek elementary education. L1 – Educational Studies in Language and Literature, 2, 5-23.
  • Kostouli, T. (2000). On writing conferences: The structuring of meaning negotiation in Greek classrooms. In: Austad & E. T. Lyssand (Eds.). Literacy – Challenges for the new millennium: Selected papers of the 11th European Conference on Reading. August 1-4, 1999 (pp. 73-88). Stavanger, Norway: Center for Reading Research.
  • Kostouli, T. (1997). Cross-cultural aspects of writing development. In: Proceedings of the 16th International Congress of Linguistics (paper 0341). Oxford: Pergamon.
  • Kostouli, T. (1993). Narrative strategies and local norms: Literacy problems in a Greek village. In: G. Gagne & A. C. Purves (Eds.). Papers in Mother Tongue Education 1 (pp. 47-64). Waxmann: Munster & New York.
  • Kostouli, T. (1992). On the structure of textual rhetoric: Some evidence from Greek narratives. ΤΕΧΤ, 12(3), 373-396.
  • Kostouli, T. (1990). Book review of the book entitled ‘Socialization and educational inequalities’ by J. Pyrgiotakis. Journal of Modern Greek Studies, 8, 151-15.
  • Kostouli, T. (1988-1989). A sketch of current work on Discourse Analysis in Great Britain. GLOSSOLOGIA, 7-8, 145-168.
    • Kostouli, T. (2002) Intertextuality and learning in the classroom. (Διακειμενικότητα και μάθηση στη σχολική τάξη). In: Proceedings of the 5th International Conference on Greek Linguistics (pp. 317-320). L’ Harmattan: Paris.
    • Kostouli, T. (2001). Classroom discourse in the framework of genre-literacy: Text strategies and the construction of knowledge (Η γλώσσα της σχολικής τάξης στο πλαίσιο της εγγραμματοσύνης των γλωσσικών ειδών: Κειμενικές στρατηγικές και οικοδόμηση της γνώσης). In: Studies on Greek language. Proceedings of the 21st Annual Meeting. Department of Linguistics, School of Philosophy, Aristotle University of Thessaloniki (pp. 359-70). Thessaloniki: Κyriakidis.
    • Kostouli, T. (2000). Strategies of academic listening (Στρατηγικές κατανόησης ακαδημαϊκού επιστημονικού λόγου: Πρώτες παρατηρήσεις). In: Studies on Greek language. Proceedings of the 20th Annual Meeting. Department of Linguistics, School of Philosophy, Aristotle University of Thessaloniki (pp. 256-67). Thessaloniki: Κyriakidis.
    • Kostouli, T. (2000). Discourse strategies, functional and critical literacies: Evidence from children’s story books (Κειμενοκεντρική προσέγγιση και κοινωνική/κριτική εγγραμματοσύνη: Η συμβολή της παιδικής λογοτεχνίας). Virtual School, The Sciences of Education Online, 2(1).
    • Kostouli, T. (1999). On the development of narrative discourse: A functinal approach (Εξέλιξη αφηγηματικής ικανότητας: Λειτουργική προσέγγιση). (1999). In: Greek Linguistics ’97: Proceedings of the 3rd International Conference on Greek Language (pp. 808-816). Αthens: Εllinika Grammata.
    • Kostouli, T. (1998). Social-class differences in the construction of texts: A functional approach to linguistic variation (Κοινωνικές διαφορές στη δόμηση κειμένων: Λειτουργική θεώρηση της γλωσσικής ποικιλίας). Virtual School, The Sciences of Education Online, 1(1).
    • Kostouli, T. (1998). Social-class differences in language use: The case of temporal adverbial clauses (Κοινωνικές διαφορές στη χρήση της γλώσσας: Δευτερεύουσες προτάσεις). In: Studies on Greek language. Proceedings of the 18th Annual Meeting. Department of Linguistics, School of Philosophy, Aristotle University of Thessaloniki (pp. 289-303). Thessaloniki: Κyriakidis.
    • Kostouli, T. (1997). Social context, text strategies and school success. (Κοινωνικό περιβάλλον, κειμενικές δεξιότητες και σχολική επίδοση). GLOSSA, vol. 41, 43-57.
    • Kostouli, T. (1991). Pragmatic principles and their effect on language use: The case of connectives and discourse markers (Πραγματολογικές αρχές και η συμβολή τους στη χρήση της γλώσσας: Η περίπτωση των συνδετικών). In: Studies on Greek language. Proceedings of the 11th Annual Meeting. Department of Linguistics, School of Philosophy, Aristotle University of Thessaloniki (pp. 387-401). Thessaloniki: Κyriakidis.

    Kostouli, T. (1990). Temporal clauses and their role in text cohesion (Οι χρονικές προτάσεις και η συμβολή τους στη δόμηση ενός κειμένου). In: Studies on Greek language. Proceedings of the 10th Annual Meeting. Department of Linguistics, School of Philosophy, Aristotle University of Thessaloniki (pp. 339-358). Thessaloniki: Κyriakidis.

  • Cook-Gumper, J. (Ed.) (2006). The social construction of literacy. Cambridge: Cambridge University Press.
  • Collins, J. W. & O’Brien, N. P. (Eds) (2003). Greenwood Dictionary of Education. Westport, Connecticut: Greenwood Press. (Αγγλο-Ελληνικό Λεξικό Όρων της Εκπαίδευσης’ [μετφρ. Κ. Μιλτσακάκη, επιμ. Τρ. Κωστούλη). Thessaloniki: Vanias Pubications.
  • Kostouli, T. (Ed.) (2005). Writing in Context(s): Textual Practices and Learning Processes in Sociocultural Settings. Boston: Springer.
  • Pappas, Ch. C. & Zecker L. B. (Eds) (2001). Transforming literacy curriculum genres: Working with teacher researchers in urban classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lee Mckay, S. & Horneberger, N. H. (Eds.) (1996). Sociolinguistics and language teaching. Cambridge: Cambridge University Press.
  • October 2010-now: Education of Roma schoolchildren at the provinces of Central, East and West Macedonia and Thrace.
  • 2010-2013: Developing tools and resources for classroom practice:. Creating a corpus of multimodal texts for L1 language teaching
  • 2009-2010: Developing the curriculum for the teaching of Greek language in Cypriot schools
  • 2003-2004: ΙDEKE (Institute of LifeLong Adult Education)
  • 1998: Participating in a program run by the Center of Greek Language entitled ‘Designing and implementing programs of parallel intensive teaching’
  • 1997: Participating in a program run by the Center of Greek Language entitled ‘Education of Muslim children’
  • Kostouli, T. & Stylianou, M. (2014). Drawing from and contesting each other’s words: Repetition and voicing in students’ texts. To be presented at the ‘Writing across Borders’ conference. Paris, 19-22 February 2014.
  • Organizing a symposium entitled ‘Using structural and functional grammar for the critical reading of multisemiotic reality: From the theory to the practice of critical literacy’. Organized as part of a conference entitled ‘Critical literacy in the school context’. (participants Chatzisavvidis, Tentolouris, F., Kostouli, Tr., Stylianou, M., Georgiou, An.). Drama, 1-3 November 2013.
  • Kostouli. T. & Stylianou, M. (2013). Critical literacy from theory to practice: Tools for designing new pedagogical practices and reflecting upon new identities (Ο κριτικός γραμματισμός από τη θεωρία την πράξη: Εργαλεία δόμησης και αναστοχασμού νέων ταυτοτήτων και παιδαγωγικών πρακτικών.) Paper presented at the 34th Annual Meeting of the Department of Linguistics at AUTH entitled ‘Language and Education’. Thessaloniki, 16-18 May 2013.
  • Κostouli, T. & Stylianou, M. (2012). Dialogism, cross-curricular approaches to language teaching and written language development: Evidence from school communities. Paper presented at the 15th International conference of Applied linguistics entitled ‘Cross-curricular approaches to language education’. Thessaloniki, 23-25th November 2012. Mediterranean Palace Hotel.
  • Negotiating gender in and through writing: From correlational studies to a social practice approach. Paper presented at the SIG WRITING: Invited Symposium entitled ‘Boys, Girls and Writing: What’s the Difference?’ 13η EARLI Biennial Conference, 25-29 August, 2009. Amsterdam. Organizer: Susan Jones (University of Exeter). Contributors: Judy M. Parr and Kane Meissel (the University of Auckland), Lorna Bourke (Liverpool Hope University) & Anne-Marie Adams (Liverpool John Moores University) and Shelley Stagg Peterson (Ontario Institute for Studies in Education of the University of Toronto). Triantafillia Kostouli (Aristotle University of Thessaloniki). Discussant: Debra Myhill (University of Exeter).
  • Co-constructing writing strategies and plans: ‘Expert’ and ‘struggling’ writers in socially mediated contexts of instruction. Paper presented at the 12η EARLI Biennial Conference, 28 August- Σεπτεμβρίου 1st, 2007. Budapest. (Symposium entitled “The role of self-regulation in writing”. Organisers: Amos van Gelderen & Ron Oostdam [University of Amsterdam]) Contributors: Tr. Kostouli, (Aristotle University) Eva Lindgren (Umea University), Debra Myhill (University of Exeter), Mark Torrance (Staffordshire University).
  • Principles of “effective” teaching and learning in literacy classrooms: A multi-layered approach to dialogic discourse. Paper presented at the 6th IAIMTE conference, Exeter, England, March 27-29, 2007.
  • Aidinis, A., Kostouli, T. & Tressou, E. (2006). Interweaving language and math in a course on basic literacy: An investigation of L2 language learning by Roma adults. (Διαπλέκοντας γλώσσα και μαθηματικά σε ένα πρόγραμμα καλλιέργειας των ‘βασικών μορφών γραμματισμού’. Μια διερεύνηση με στόχο την εκμάθηση της ελληνικής ως δεύτερης γλώσσας από ενηλίκους Τσιγγάνους). Paper presented at the conference on ‘Δια βίου μάθηση για την Ανάπτυξη, την Απασχόληση και την Κοινωνική Συνοχή’.) Volos, March 31- April 3rd 2006.
  • The role of intercontextuality in the co-construction of genre meanings: Evidence from Greek classrooms (2006). Paper presented at the Joint AAAL (American Association of Applied Linguistics) and ACLA / CAAL (Canadian Association of Applied Linguistics). Montreal, June 17-20, 2006.
  • Writing research in the classroom: Strengths and restrictions of different theoretical orientations and pedagogical perspectives. (2005). Paper presented at the SIG Writing invited Symposium on ‘Methodology in writing research: A condition for theoretical insight and for effective learning environments’. Limassol, Cyprus, August 23-27, 2005.
  • From the design of literacy programs to classroom-constructed literate cultures: static and dynamic approaches (Aπό τα προγράμματα γραμματισμού στο γραμματισμό της σχολικής τάξης: Στατικοί και δυναμικοί τρόποι). Paper presented at the 26th Annual meeting of the department of Linguistics, AUTH, May 14-15th, 2005.
  • Reading written texts and contexts from different angles: Research, policy and practice perspectives on the construction of students as literate subjects. (2004). Paper presented at the 9th International EARLI SIG Writing Conference, September 20-23, 2004, Geneva, Switcherland.
  • Co-organizing a symposium (with Professor Linda Allal, University of Geneva) on LEARNING TO WRITE IN CLASSROOM COMMUNITIES. 10th EARLI conference. Padova, Italy, August 26-30, 2003.
  • Social interaction in learning communities as a context supporting writing (2003). Paper presented at the Expert panel Symposium organized by SIG Writing on Fostering student involvement in writing. 10th EARLI conference. Padova, Italy, August 26-30, 2003.
  • On the development of story writing: An investigation into the interactive processes that shape Greek children’s story writing. Ανακοίνωση στο 8th International EARLI Writing Conference, 10-13 July 2002, Stafford, UK.
  • Tracing writing development through literacy events: An investigation into the social factors that shape children’s writing. Paper presented at the 8th International EARLI Writing Conference, 10-13 July 2002, Stafford, UK.
  • Revision as a social process: An inquiry into the classroom processes that shape children’s school writing. Paper presented at the 3rd IAIMTE Conference. Amsterdam, July 11-13, 2001.
  • On writing conferences: The structuring of meaning negotiation in Greek classrooms. Paper presented at the 11th European Congress on Reading. Stavanger, Norway, August 1-4, 1999.
  • Oral strategies in written language production: The patterned use of “and” – “and then” in children’s narratives. Paper presented at the 5th International Congress on Child Language. Budapest, Hungary, July 15-20, 1990.
  • Applying Discourse Analysis to educational practice: An examination of coherence and grounding in children’s narratives. Paper presented at the AILA World Conference. Chalkidiki, Greece, April 1990.
  • «Συζητώντας πρακτικές κριτικού γραμματισμού». Λάρνακα. Κύπρος. 24 Μαρτίου 2012. Βιωματικό Εργαστήριο.
  • IAMTE (International Association for Mother Tongue Teaching)
  • GALA (Ελληνική Εταιρεία Εφαρμοσμένης Γλωσσολογίας)
  • EARLI
  • Ελληνική Εταιρεία Γλώσσας και Γραμματισμού
  • Μέλος της συντακτικής επιτροπής στο περιοδικό Journal of Writing Research

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