Ana Kodrić, born 14th October 1983 in Split, Croatia. Being raised in a bilingual family it was not strange that she pursued a language oriented career. After obtaining a graduate degree in English and Italian languages and literature at Split University in 2008., she finishes a supplementary study programme in Pedagogical – Psychological Education in 2009.

She worked as an ESL teacher in private foreign language schools with adult and pre-school learners; trainer in Business English in private and state companies; simultaneous and consecutive translator for the State Economy Chamber and is currently employed in a state elementary school.

In 2009. she enters the doctoral study of Linguistics at the University of Zagreb and is a prospective Ph.D.

Her other interests are vocal music and ethnomusicology, as she graduated a Musical high school as well. Conducts three folklore vocal groups and choirs, composes and arranges vocal music. Being interested in cultural heritage she collects original vocal songs of the area where she lives, which have recently been recognized and protected by UNESCO, and has organized the first facultative course in folklore singing of that kind in a state elementary school.

Session Reports

The last day has come...

Submitted by Ana Kodric on Sat 24 Mar, 01:38

The last sessions of the day is finished.. and the Final Plenary session, the Closing Adress and the Conference Farewell are behind us. The exciting fulfilling satisfaction combined with complete lack of energy which I feel reminds me of video games when at the end of a level you complete your mission and get the token but your energy level signalizer is flashing "red" :)

So after listening to great presenters, learning, sharing ideas and experiences it is time for what? What do you prepare your students for? The real life obviously :)))

 

SIG Conference Message

Submitted by Ana Kodric on Sat 24 Mar, 01:11

Mark Krzanovski (markkski2@gmail.com) is a lecturer in Tesol and teacher training at the University of Westminster. He is the co-ordinator of the ESP Sig at Iatefl and ESP/EAP adviser for Garnet Education.

 

He states that the most important issue facing ESP in Britain is the lack of an official teaching qualification at a post-diploma level. However, the British Council is currently planning to design a certificate in teaching ESP for post-16 vocational education around the world.

Joost Swaenepoel - From Book to play! Motivating and educating learners by acting

Submitted by Ana Kodric on Sat 24 Mar, 00:43

One of the most inspiring sessions I have been to! The presenter being so enthusiastic and energetic!

He presented the idea of transferring a book read by his students, Private Peaceful by Michael Morpurgo, into a play perfomed by themselves. No actors! No directors! No cameramen! Well, at least not professional ones ;)

 

Eugene Schaefer - Teaching with spontaneity: using PDL in the classroom

Submitted by Ana Kodric on Fri 23 Mar, 02:22

"Imagine not knowing where your lesson is going.. walking into a classroom with no idea what the lesson content will be, but certain that learner input will lead the way."

 

In this workshop we were introduced to techniques used in PDL - Psychodramaturgie Linguistique - enabling us to react spontaneously to impulses from the class and help students  say what they really want to say.

 

There are two basic techniques:

Dietmar Tatzl - Europen Teaching Staff Mobility Programmes

Submitted by Ana Kodric on Thu 22 Mar, 23:50

Dietmar talked about mobility activities, ESP teacher development and degree programmes in aeronautical engineering and piloting.

 

He presented the curricula of the Department of Aviation and the mobility activities he went through and finally presented the topics and gains derived from each activity.

 

The conclusion drawn from his expereinces are that Teaching Staff Mobility Programmes open new teaching environments, strengthen ties with partners and internationalisation and does wonder for professional development!

 

Heather Buchanan - Out of the media and into the classroom

Submitted by Ana Kodric on Thu 22 Mar, 11:22

We all use media in our lessons because it develops listening skills and strategies, gives exposure to real language in use, natural pronunciation and different accents and it should equip students to cope with language outside the classroom (radio, TV, Youtube, movies, documentaries, talk shows etc). However, the basically long preparation time we need to make worksheets is what bothers us!

She has created 4 uniform worksheets with standard exercises for different TV programmes that can easily be always used with just slight adaptations:

 

1. LISTENING TO THE NEWS

Esra Girgin - Digital storytelling - Cinderella vs Cyberella

Submitted by Ana Kodric on Thu 22 Mar, 11:10

A wonderful workshop and presentation of Digital and online tools!

She presented six of them, all easy to use, fun, creative, interactional, motivational and simply lovely!
 

1. GOOGLE SEARCH STORY VIDEO CREATOR

2. BLABBERIZE

3. FIVE CARD STORIES

4. GLOGSTER

5. PHOTO PEACH

6.STORYBIRD

 

The Plenary - Diana Laurillard - Supporting teacher as innovative learning designer

Submitted by Ana Kodric on Thu 22 Mar, 11:04

How to use new tools to make teaching more effective?

There is currently no clear e-learning policy! It shouldn´t be only putting things on the web and copy-pasting them and sending them into the classroom. If in other sciences theories are shared and developed why couldn´t it be like that with sharing teaching designs?

 

We look to technology to learn through discussion (chat, playback, asynchronous text forums), collaboration (role play simulations with users), practice (adaptive digital interactive tools with meaningful feedback on actions) and production.

Clare Furneaux - Developing academic writing skills at Masters level in a British University

Submitted by Ana Kodric on Thu 22 Mar, 10:49

Writing at Masters level is complicated, all students need support while studying. They basically do it for themselves and we can only try to help them. It is a "mess" and it varies from learner to learner and it is local (just my students in my context).

Theoretical background:

- English for Academic purposes: product and process (Flowerdew and Peacock, 2001, Hyland 2003)

- Academic Literacies: social activity (Lea and Street 1998, 2006, Lillis 2001 2003)

- discourse community (swales 1990)

- community of practice (Lave and Wenger 1991)

 

T K Kharbamon - Peer translating: a teacher´s strategy in difficult circumstances

Submitted by Ana Kodric on Thu 22 Mar, 10:25

The presenter demontrated 4 difficul situations she found herself in while teaching english language learners (beginners). She had a group of Cambodian millitary personnel. They didn´t know any English expect 3 of them who knew "some", so she used them as peer translators. The teacher was systematic in speaking only in English while the 3 peer translators were in charge each of one group of learners and during the lessons "transmitted" what she said.