My name is Branka Segvic and I work as an English teacher and court interpreter in a private foreign language school in Split, Croatia.

I graduated Croatian and English Language and Literature at University of Split in 2007. In 2008, I finished Pedagogical and Psychological Complementary Education at the Faculty of Philosophy. In the same year, I become a certified court interpreter. I joined an online postgraduate study (MA in TESOL) at the University of Sunderland in 2011. I teach English to all age groups in a foreign language school. Apart from this, I also work as a freelance translator and court interpreter.

My interests include online teaching and new technologies in the classroom. I am also very interested in sociolinguistics and psycholinguistics.

I am a great believer in Lifelong Learning and this is why I joined Blogathon 2013 which was a wonderful learning experience. For the same reason, I am delighted to have an opportunity to participate in IATEFL 2013 Conference in Liverpool.

Session Reports

IATEFL - Liverpool 2013

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Submitted by Branka Segvic on Sun 21 Apr, 19:07

After coming back home from Liverpool I had a plan - to organize my thoughts and impressions...well, I can tell you – the plan did not really work! A week after, I am still under the impression of the conference, new colleagues, advices, activities I can apply in my teaching and so much more. At this point I can only say IATEFL is an event each teacher should experience in order to develop both personally and professionally. It is one of those Conferences that just overwhelm you no matter where you come from or your previous conference experience.

Teaching EFL through the multiple intelligence focus

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Submitted by Branka Segvic on Fri 12 Apr, 06:57

This fantastic session by Ksenija Rumora helped us in raising awareness of different learning styles, techniques, intelligences and ways of motivation. Most of us are aware of the fact that we have different types of learners in our classroom. Some of our students learn in a visual way, some are auditory learners and there are some who like hands-on activities and being involved. The greatest number of our students, however, is multimodal. But what do we, as teachers, do for these learning preferences? This question leads us to multiple intelligences.

Stop, look, listen and communicate

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Submitted by Branka Segvic on Thu 11 Apr, 15:35

The aim of this fantastic workshop was to share ways in which we can use authentic materials in the classroom. I suppose the opinion of most teachers is that authentic materials are only suitable for higher level groups. So was mine. But after having taken part in the workshop by Patricia Vonscheidt, I am starting to wonder...She convinced me authentic material can work just fine even with beginners and elementary level groups. 

British Council signature event - Native speaker?

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Submitted by Branka Segvic on Thu 11 Apr, 11:02

We had four panellists at this British Council Signature Event: Becky R.K. Ndjoze-Ojo, Sarah Ogbay, Robert Phillipson and Danny Whitehead. Although arriving a bit late and finding a full room, I succeeded to sneak in. The topic of the debate was: Linguistic imperialism: still alive and kicking? A number of different questions which influence teachers and language learners around the world were raised. Are English teachers unwitting promoters of imperialism? Does the global spread of the English language threaten local languages, cultures and identities? Do these need to be safeguard?

Evening events and parties

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Submitted by Branka Segvic on Thu 11 Apr, 08:47

You thought IATEFL is all about language learning, grammar, vocabulary, listening, writing etc., think twice! IATEFL knows the best that ‘All work and no play makes Jack a dull boy’. They know how hard we have been working at the conference and they know we need to relax. That’s why we have a number of evening events at IATEFL. I attended two of them and had a great time at each one. 

Correlation Among language learning belifs,strategies and success in EFL

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Submitted by Branka Segvic on Thu 11 Apr, 06:39

Affective factors (beliefs about learning foreign languages) and cognitive (learning strategies) are of extreme importance in acquiring a foreign language. This was a topic of the session by Magda Pasalic. The session is a result of her master’s thesis where she analyzed the correlation between affective factors, cognitive factors and students’ progress and/or success. Her research included 200 participants. These were 1st and 2nd year students at the Faculty of Economics in Split, Croatia.

From preparation to preparedness

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Submitted by Branka Segvic on Wed 10 Apr, 12:38

We all prepare our lessons, write up the lesson plans, copy loads of materials and find even more links on the Internet we want our students to see. Finally, we go to our classrooms and then, suddenly, things start to go wrong – the Internet fails you, copies don’t make sense, you get new students or, for whatever reason, you cannot do what you have planned. Sounds familiar? Sure...What do you do? Improvise...

The ideal L2 self - Motivating adult learners

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Submitted by Branka Segvic on Wed 10 Apr, 12:29

Integrative motivation doesn’t seem to exist in the modern world. Students don’t learn a language because they are interested in the target culture. So what motivates today’s students?

Short films in the classroom...

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Submitted by Branka Segvic on Tue 9 Apr, 21:44

In case you are fed up with theory and you need something practical that you can use in your classroom the next morning, this is the session for you. The full title of the session is ‘Using short films to promote creativity and communication’ and it was presented by Kieran Donaghy. As the title says, this session covered the usage of short films in ELT. There are several good reasons why short films can make an excellent contribution to your classroom. They can be great as beginning points for engaging students into a discussion.

Reflecting on 'The two worlds of the modern infant' by M. D. Romeu-Font

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Submitted by Branka Segvic on Tue 9 Apr, 14:13

Did you know that the greatest brain development happens during the first three years of our lives? It depends both on genes and the environment. By the time children are three years old, they have already developed thinking, speaking, learning and reasoning skills. So, is this the best time to start teaching them English? Being unaware of the exact process of learning and differences between languages, children who are exposed to two different languages at this stage can grow up to be real bilinguals.