Izmir Gelişim Koleji cordially invites you to the nationwide ELT conference 
“ Foreshadowing Learning ” 
on March 23rd, 2019.

Wir als İzmir Gelişim Koleji freuen uns, Sie zu unserer ELT Konferenz 
" Zukunftsorientiertes Lernen ",
am Samstag, den 23. März 2019, einladen zu dürfen.

Izmir Gelişim Koleji vi invita cordialmente alla prima conferenza ELT 
“ Apprendimento Intuitivo ’’ 
il 23 Marzo 2019.

Plenary Sessions

Gülfem Aslan ( by YDS Publishing )

Thwarted from her original goal of becoming a Shakesperian actress, Gülfem Aslan landed on the ELT stage in 1980. Since then she has been playing to captive audiences ranging from very students of all ages and teachers of young learners to university instructors.  Picking up an RSA Diploma in Teaching English, an MSc. in TEFL and an NLP trainer training diploma along the way, she took on the role of teacher trainer at Bilkent University and later, The Middle East Technical University. She continued to play the same part at the British Council in Ankara where she worked as a teacher training consultant and CELTA tutor for several years. This veteran of the classroom, stage and screen transferred to Istanbul in later life where she led a dual role as Director of Education at Bahçeşehir k-12 schools while also leading and coordinating the MA TEFL programme at Bahçeşehir University. Now, back in her beloved hometown of Ankara, Granny Gulfem continues to coach, train and educate teachers of English at all types of schools and educational institutions.


Teaching Tomorrow’s Leaders

Tomorrow´s leaders will live, work and compete in highly explosive and sensitive environments. In order to succeed and to live a fulfilled professional and personal life, this next generation of world leaders needs to possess an array of unique values, characteristics, and principles. As teachers of English, is it our job to teach only the relevant English Language skills? Or can we also help shape future leaders with the key leadership skills necessary for future success? Join me in this session as we explore what it takes to be a good learner-leader and discover easy ways to integrate the development of these traits in our language learning activities. 


Andrew Cowle ( by UES)

Starting out as a graduate of German and English Linguistics and an English language teacher, Andy has been in ELT publishing and training for 30 years, working in over 40 countries. Passionate about creative ELT materials and motivating teaching professionals, Andy is known for enthusiastic and practical talks, encouraging teachers to try new ideas, and connecting language learning with the real world. He has visited many Turkish schools and colleges over the years, and spoken at many ELT conferences throughout Turkey. Andy grew up near Liverpool, England, and now lives in Glasgow with his family, dog and guitar. He loves travel, film and playing music.  

Reading is Broken - So Let’s Fix it!

Students tell us they don’t like reading and that it is boring, and it is easy to see why. For too long, there has been an over-emphasis on coursebook-driven language teaching and constant testing. Consequently, students spend all their formative years believing that reading is always difficult and followed by exercises, with topics and levels they never get to choose. We need to consider if we are satisfying the needs of the learner, or the needs of parents and top-down education policies that may not reflect real life learning. We must move away from these traditional and unhelpful practices and make the crucial transition from ‘reading for school’ to ‘reading for life’.

We must therefore build with our learners – especially teens - a new approach where English reading at school and at home includes easy reading for pleasure (with little or no testing), and with books learners choose for themselves. Only then do motivation and confidence return for the learner, with dramatic, proven results in language acquisition and reading fluency. But how willing are we to let go of what is familiar, and challenge parents who insist on giving their children what they think is learning, yet not methodologically sound? Are we not the experts on what works in ELT and what does not?

This session demonstrates that extensive reading (as opposed to intensive reading) is the tried-and-tested solution, and not an option ‘for those who like reading’ or ‘for which there is no time or money’. It is instead a crucial missing element in almost all ELT syllabus designs. This presentation argues that tried and tested extensive reading methodology must be to be parallel to traditional grammar teaching, bringing with it astonishing language learning results and a new learner attitude to reading and to English.


Tyler Scharf ( by OXFORD )

Tyler Scharf is a language skills coach based in Istanbul. He has mentored students between the ages of 4-64 from all walks of life in Ankara, Moscow, and Istanbul. His areas of specialization include learner skill training, motivation and learner mindsets, goal setting, autonomy, and fostering learner confidence.

As language is a tool that enables people to connect and collaborate with each other to share talents and skills, Tyler sees the teaching experience as one of continual learning.

He is currently spreading awareness about the culture of learning through his blog on learning strategies.

Adapting your classroom for the year 2030 is not just about learning how to use new technology, it is about learning how learners of the future will adapt their individual learning styles. As graduates will need to position themselves above the automation chain that machine learning and AI is creating, a greater need will arise for more interactive and acquisition-based approaches to learning in order to encourage higher level thinking and develop more specified skill sets. Therefore, this greater demand for niche specialisms will mean that learners will need greater levels of autonomy in order to navigate their own learning paths and become better able to equip themselves with creative composites of multiple skillsets. This can be accomplished by giving learners practical tasks that will help them learn how to learn and become more aware of their identities as learners through self.



Nilgün Akdoğan ( by DAS AKADEMIE )

Nilgün Akdoğan ist die Gründerin der DAS Akademie – Deutsche Akademie für Sprachen in Izmir und in Berlin. Seit über 20 Jahren ist sie aktiv im Bereich Deutsch als Fremd- und Zweitsprache tätig. Sie war von 2000 – 2005 Vorstandsmitglied im Deutschlehrerverband -  Zweigstelle Izmir. Ebenso ist sie Stiftungsgründerin und Stellvertretende Vorstandsvorsitzende in der Stiftung TAKEV (Türk Alman Kültür ve Eğitim Vakfı). Seit 2006 ist sie die Projektleiterin von www.minticity.com , was eine Interaktive Webseite für Deutschlerner ist und sich vor allem auf das Seh-Hör-Prinzip konzentriert und somit den Einsatz der Muttersprache der Lerner reduziert. Seit über 8 Jahren konzentriert sie sich auf Lehrerausbildungen im DaF Bereich. 

Zukunftsorientiertes Lernen! Dies war bis zu vor einem Jahrzehnt leichter zu planen, da man die Zukunft so ein bisschen hervorsehen konnte. Aber was jetzt? Die Technik, also auch digitale Medien haben eine Entwicklungsgeschwindigkeit, die nicht mehr vorzuahnen ist. Deshalb ist es schon eine Herausforderung zeitgemäß zu lehren. Zeitgemäß ist der erste Schritt zum Zukunftsorientierten Lernen. Dann bis später, wir sehen uns in der Zukunft. 


Ayten Ertonga ( by HUEBER )


Ayten Ertonga hat vor über 30 Jahren als Honorarlehrkraft am Goethe İnstitut angefangen DaF zu unterrichten, wo sie 10 Jahre tätig war. Nebenbei hat sie an verschiedenen Privatschulen unterrichtet. Sie war TELC Prüferin. Seit 5 Jahren ist sie Prüferin für das DSD und als Koordinatorin für das Fach Deutsch an einer DSD Schule in İstanbul tätig.

Sie wurde noch während ihres Studiums Mitglied des türkischen Deutschlehrerverbands İstanbul, wo sie zuerst 2007 Stellvertretende Vorsitzende wurde und seit 2018 Vorstandsvorsitzende des Verbands in İstanbul ist. Sie führt seit über 10 Jahren unter anderem Fortbildungsseminare im Namen des Verbands durch.


„Wortschatz einführen und festigen“


Ohne Wortschatz keine Sprache…

Um eine Sprache zu erlernen, sie zu sprechen, zu verstehen muss man einen guten Wortschatz beherrschen. Doch wie lerne bzw. lehre ich Wortschatz heute? Und mehr zum Thema.




Ha studiato all’IMI ( Istituti Medi Italiani) di Istanbul. Nel 1982 ha conseguito la laurea con lode in Lettere presso la Facoltà di Lettere dell’Università “La Sapienza” di Roma. Nel 1985 ha vinto un concorso indetto dal Ministero degli Affari Esteri per un posto di impiegato di concetto presso l’Istituto Italiano di Cultura in Istanbul, dove ha prestato servizio per dieci anni. Nel 1996 ha fondato a Istanbul la Scuola Verdil, Scuola di Lingua italiana e spagnola, di cui fu il direttore e il coordinatore didattico, nonchè docente di lingua italiana fino al 2005.

Nel 1993 ha pubblicato presso la casa editrice Inkilap Kitabevi di ıstanbul, il dizionario turco / italiano di circa trentamila vocaboli. Nel 2005 ha conseguito il Master ITALS in Didattica e Promozione della lingua italiana a stranieri, presso l’Università Cà Foscari di Venezia. Nel settembre 2001 ha vinto in concorso per l’incarico di Lettore di Lingua e Letteratura italiana presso la Facoltà di Lettere dell’Università di Istanbul.

Dal 2010 al 2018 ha prestato servizio come docente di lingua italiana contemporaneamente all’Istituto Italiano di Cultura in Istanbul e presso l’Università di Beykent. Nell’estate 2004 e 2005 e nel secondo semestre del 2019 ha avuto l’incarico di docenza della Lingua italiana presso l’Università Koç.

Negli anni scolastici 2014-2015, 2015-2016, 2016-2017, 2017-2018 e 2018-2019 ha fatto supplenze di lingua italiana presso il Liceo italiano (IMI) di ıstanbul.

Tra il 1994 e il 2010 è stato Corrispondente del Corriere dello Sport per la Turchia. Nel 1993 è diventato guida professionale in lingua italiana per la Turchia.

È traduttore giurato dal turco all’italiano e viceversa dal 1985. Nel 2012 ha pubblicato un Glossario turco – italiano presso la casa editrice Inkilap Kitabevi di Istanbul. Nel 1989 ha tradotto il libro de “Le specialità della cucina turca”, pubblicato da Yazgan Turizm Ltd. Şti. a Istanbul. Nel 2005 ha scritto l’articolo “Come insegnare l’italiano ai turchi” apparso sulla Gazzetta di Istanbul, n.4-5. Nel 2008 ha tradotto con il prof. Bernardini il libro “Presenze italiane a Istanbul”, pubblicato da Ferroli Istanbul. Demiryan parla italiano, inglese, francese e spagnolo.


La didattica dell’italiano ai turchi : problemi e prospettive


I turchi, sia per una simpatia generale, sia per il calore umano degli italiani, sia anche per l’appartenenza a un contesto geografico affine, il Mediterraneo, nutrono storicamente un interesse particolare per l’Italia e la lingua italiana. Il turco e l’italiano sono due lingue che hanno origini ben diverse. Ciò detto le relazioni storiche tra i due popoli sono state e continuano ad essere alquanto importanti. L’Italia e la Turchia sono state la culla di grandi civiltà del mondo, come quella romana, la bizantina e l’ottomana. Tra l’altro, la Turchia per la sua posizione geografica, all’incrocio tra Asia ed Europa, ha amalgamato in sé una sintesi di culture orientali ed occidentali. Gli scambi intercorsi nella storia fino al giorno d’oggi, hanno arricchito e continuano ad arricchire il poliedrico bagaglio culturale di questi due paesi. Entrambi fanno parte del bacino del Mediterraneo e hanno pertanto molti elementi di un comune patrimonio culturale. Di conseguenza, anche se le due lingue presentano molte differenze dal punto di vista strutturale, morfologico e anche lessicale, non “sembrano” poi così tanto lontane. Esistono molte parole in turco che provengono dall’italiano, e questo grazie alle relazioni tra i due popoli.

L’offerta di corsi di italiano in Turchia cresce parallelamente alla richiesta. Parlando della didattica dell’italiano ritengo che la cultura di colui che si accinge all’apprendimento sia un fattore che conta parecchio.Specialmente a livello di discenti adulti o abbastanza maturi, non si può negare l’importanza del background culturale.Chiaramente l’obiettivo principale di uno che si iscrive a un corso di lingua straniera, nel nostro caso di italiano, è quella di poterla parlare nel tempo più breve possibile. È in questa fase che subentra il fattore della motivazione, degli studenti ma anche dell’insegnante. Se da una parte è vero che per un adulto imparare da zero una LS è più arduo, è altrettanto vero che , specie se ha già una minima conoscenza di un’altra LS, ha una visione e apertura mentale molto più ampia rispetto a un bambino. La maggiore o minore capacità e abilità dell’insegnante a stabilire una relazione con i suoi allievi, costituisce indubbiamente un’altra variabile di cui tenere conto.L’insegnante che conosce la LM dei suoi discenti è sicuramente facilitato, ritengo che ciò non vada considerata un intralcio nell’apprendimento, ma vada bensì sfruttata come base di partenza: tramite l’analisi contrastiva tra la lingua madre e la LS, il discente adulto riesce a risolvere i tanti problemi linguistici in brevissimo tempo. Alla domanda se esista un metodo perfetto, rispondo negativamente. Se così fosse non sarebbe cosi difficile imparare una lingua straniera. Esistono diversi metodi, da considerarsi come altrettanti spunti utili alla didattica. Purtroppo oggi si può dire che i metodi e i materiali attuali siano standardizzati su una tipologia ideale e astratta di discente, e spesso vengano utilizzate tecniche di apprendimento magari efficaci per gli studenti di un’altra lingua madre, pertanto sarebbe assai utile gettare le basi di un’eventuale « didattica dell’italiano per i turchi ».



Bilge Seyhan Akmercanoğlu  ( YAŞAR UNIVERSITY )

Bilge si è laureata in lingua e letteratura italiana all'Università di Ankara nel 2004. Subito dopo ha iniziato a lavorare all’Universitá di Economia di Izmir insegnando italiano come seconda lingua straniera. Ha conseguito il master in Gestione della logistica (in inglese) presso l'Università di Economia di Izmir nel 2008. Ha cominciato a lavorare all’Universitá di Yasar facendo parte della Scuola di lingue straniere come istruttrice di lingua italiana. Nel 2016 ha fatto TESOL (il programma di certificazione dell’insegnamento della lingua inglese.) Attualmente lavora per la Yasar come docente e coordinatrice delle lingue moderne. Nei suoi 15 anni di esperienza nell'insegnamento della lingua è sempre stata appassionata di integrare cultura e arte nei suoi corsi. Durante il suo soggiorno in Italia ha frequentato diversi corsi per ampliare la sua conoscenza della cultura italiana.  Bilge è residente a Izmir. Le fa tanto piacere coltivare con i due figli. È una viaggiatrice appassionata e molto interessata alle arti culinarie e all'etimologia. È ancora desiderosa di imparare altre lingue straniere.


Una lezione prova di come integrare movimento nell’apprendimento dell’ italiano

Si crede che far muovere fisicamente gli studenti abbia un effetto positivo sul loro processo di apprendimento. Esercitare tutte le abilità (scrivere,lavorare su aspetti grammaticali, leggere, ascoltare e soprattutto parlare) con un movimento aiuta gli studenti in tanti aspetti come;

●rompere la routine della lezione convenzionale, catturando l’interesse degli studenti;

●coinvolgere le emozioni degli studenti permettendogli di affrontare le loro frustrazioni e di sdrammatizzare i loro sforzi e le loro difficoltà;

●dare agli studenti un’idea piacevole e divertente dello studio e creare in classe un’atmosfera in cui si sentano aproprio agio;

●rendere gli studenti protagonisti del processo del loro apprendimento.


Da insegnanti andiamo in classe ogni giorno e non possiamo sempre passare delle ore a cercare idee e materiali da portare in classe. Quindi ho preparato una piccola lezione prova per chi sarebbe interessato a integrare un po’ di movimento alla sua lezione. Spero che vi piaccia.



Ali Ashouri   ( by UES )

Ali Ashouri has been involved in language education for over 16 years, working as a teacher, teacher trainer, university lecturer, examiner and consultant in a range of international contexts. Ali has been working as a Cambridge examiner along with being an instructor for IELTS and TOEFL for 10 years. He has been working in assessment and professional development fields for over 7 years. After working in various colleges, universities, and language schools, Ali now works full-time as a Teacher Trainer and an ELT Consultant, with a focus on ESL/EFL, facilitating and evaluating language teacher professional development programs.



Dead or Alive

Crime: Trying to make a difference

This dangerous criminal has been traveling around giving different trainings called “Be different to make a difference”. Beware that his talks and ideas are contagious. He has been giving perilous hands-on activities on ice-breakers, warm-ups and some fatal ELT techniques. He targets your teaching skills on making a different classroom. Beware that once you join his workshop, you`ll never be the same again. Do not join his workshop. Find and deliver him and win the prize of being the most predictable and boring teacher of the year.


Andrew Bosson ( by OXFORD )

I am an English Language Teacher and Teacher Trainer well into my third decade in the profession. I have occupied various roles in this time, including several years managing both a Teacher Education and an ESOL department in an Adult Education College in England. Following my time in management I moved back to Turkey in 2010 and was delighted return to the classroom where I could focus on teaching and the many interests I have in the wonderful world of ELT. My current interests include the application and use of Digital Technologies to ELT (my MA is in TESOL and Educational Technologies), encouraging language learning through Project Based Learning and the promotion of Lifelong Learning in our learners.

My other great passion is teacher development. Throughout my career I have been fortunate to work with many teachers in either developmental or training capacities. Since returning to Turkey I have been very lucky to work with colleagues in many schools and universities around the country. I love these opportunities to share my ideas and learn from colleagues.

In my day job I teach English at Sabancı University School of Languages. Amongst other things, I am involved in the department's professional development activities as part of the team conducting developmental observations and am a tutor on the School of Languages Teacher Education Program (SLTEP).


have a blog http://beginswithaproblem.wordpress.com that currently focuses on promoting Project Based Learning in ELT as well as suggesting a principled approach to the use of technology in ELT.

Empowering English Language Learners and Teachers through Project Based Learning

In this workshop, we will take a hands-on journey into the wonderful world of Project Based Learning (PBL), a highly learner-centred form of enquiry based learning. In this workshop we will investigate the essentials of PBL, it’s applicability to English language learning and what it has to offer to both learners and teachers. I hope that participants will leave the session with a general understanding of PBL and the next steps to take if they wish to apply it in their teaching context.


Benek Arıoğlu ( by NÜANS )

Benek Arıoğlu, an English Language Teacher, studied English Language and Literature at Bilkent University. Her curiosity in Business Administration led her have her Master’s Degree (MBA) at Yeditepe University.  Her master’s thesis was based on a research that looked into The Influence of Leadership Styles on the Employee Productivity: In the Field of Education. She has worked in many private school chains in Istanbul as an English Language Teacher and Head of Foreign Languages Department. She assisted Eyüboğlu Schools in establishing the Toefl Test Center and worked as the Toefl Test Center Administrator and High School Toefl Test Education Coordinator. Then She worked in FMV Erenköy Işık High School as an English Teacher and Toefl Test Education Coordinator. She also worked in Istek Uluğbey High School, Kurtköy Bilfen Secondary School and Kayı Schools as Kindergarten-High School Head of Foreign Languages Department. She also worked as an English Drama Teacher. After a minimum of fifteen years of working as a teacher, she made a change in her career and started working for Nüans Publishing as an Educational Consultant and Teacher Trainer. Since then, she has been sharing her knowhow and experience with her colleagues through workshops and seminars.                             

Nowadays, everything is changing very quickly, and we cannot think that the future will remain stable. In this context, we need to keep in mind that when finding a job in the future, everything cannot remain the same. Therefore, 'What should I do to thrive in the future?' should be our most basic question.

Birgül Apaydın Eyiakkan ( ALTINBAŞ UNIVERSITY )

Birgül Apaydın Eyiakkan holds a BA in English Language and Literature from Ege University and an MBA from Altınbaş University as well as many training certificates from national and international institutions. She started her teaching career at Çakabey Schools in Izmir in 1991 and worked at Kültür Schools in Istanbul as the HoE for 10 years. After one year of experience as the Vice Principal at Bahçeşehir Schools in Istanbul, she chose to go back to the field at Terakki Foundation Schools where she was positioned as the HoFL and the Academic and Administrative Coordinator for 5 years. Throughout her career she has given a number of presentations and workshops in the field of ELT, IB MYP and as such. Birgül is currently working  at Modern Languages Department  of SFL at Altınbaş University as CPD Unit Coordinator, Teacher Trainer and instructor, and she enjoys mentoring her colleagues  and sharing her experiences.                   

Foreshadowing the Teaching: Reflective Practice Workshop

Through the process of reflection, we analyze and evaluate what goes on in our learning environment. Using tools such as observation and evaluation we simply look at the way we behave in the classroom, identify the reasons why we do it and reflect on what works or what does not work, and make informed decisions about changes and improvements in our teaching.

In this workshop, the participants will be able to learn the ways of facilitating reflective practice through think-pair-share activities and group discussions and become part of a role-play activity which may enable them to share their own views in the form of directive feedback. 


Jessica Green ( by FARBE )

My name is Jessica Green and I come from England with a multicultural/bilingual background. I am an English language/skills teacher currently working in Eraslan school. I have had four years of teaching experience as an English skills teacher. I have had the chance of teaching kindergarten and preschool as well as primary and secondary students. I am particularly interested in mingling with young learners and therefore my research and ambition derives from that interest.



Simple, craft-based teaching methods to promote natural language acquisition in young learners. 

Teaching young children often requires flexible methodology and  strategies, to maintain learner-interest, which creates challenges for teachers.

This workshop session, shares ideas to support teachers with this challenge by introducing D.I.Y reusable / recycled  materials, which encourages children  to learn through their senses.

At a time  where technology is frequently over-used; this workshop reminds us that children need not just one, but all their fingers and thumbs to explore and extend their potential as English language learners and as survivors of the real world.


Together we will meet on ground level and closer to earth to imagine, create, act and stimulate the genius that lies in every single child.

Mustafa Polat ( by National Geographic Learning  )

Assistant Professor, Bahcesehir University – Department of English Language Teaching Mustafa Polat, currently working as a full-time assistant professor at Bahcesehir University (BAU) Faculty of Educational Sciences, a part-time teacher trainer at National Geographic Learning and a visiting instructor at Bogazici University, is a summa cum laude graduate of Middle East Technical University (METU) at the department of Foreign Language Education and he also received a minor diploma of general management at the department of Business Administration.

Having taught English at various foundation universities in Turkey for several years, he started a PhD program as a Fulbright scholar in Second Language Acquisition and Teaching (SLAT) at the University of Arizona. He earned another MA degree in SLAT as a Fulbright scholar and he also holds a PhD degree in SLAT specializing in language learners’ use of technology and diffusion of innovation within the framework of user intention theories. He has expertise in language pedagogy and educational technology. Currently, he offers educational technology and English language teaching classes as an assistant professor at BAU ELT. He offers classes at Bogazici University for senior year students as a visiting instructor. He also does training sessions and workshops for educators employed by colleges and higher education institutions all around Turkey.

Fostering Creativity in the Digital Age:

This presentation first presents ideas about effective integration of technology and digital tools within the framework of a range of models such as Bloom’s Taxonomy and SAMR Model. After the theoretical ground has been established, a major part of the session presents several tools and applications to display how technology can be utilized harmoniously in order to foster motivation, participation and interactivity in language classrooms ranging from the ones where all sorts of technology are available to the ones with some technological constraints.



Naz Gürpınar ( by Globed )


Born in Istanbul, Naz Gürpınar completed her college education at Hisar School in 2010 and moved to London for her undergraduate studies. Graduating from King’s College London in 2014 where she studied “International Politics”, she began her graduate studies in 2015 at the State University of New York on “Interdisciplinary Studies” Naz Gürpınar, a College Board certified “Comparative Government and Politics” trainer, also served for the Turkish Permanent Mission at the United Nations in New York and worked for UNICEF Turkey.


Upon completion of her duties at Doğuş Entertainment DREAM in 2014, between2015-2017 Naz Gürpınar worked as the International Projects Coordinator at Hisar School and managed the Advanced Placement program. As of June 2017, she is working for GLOBED E-Learning Solutions.

Feedforward; Taking a step back from differentiation


Student journey is the hearth of instruction. Ongoing assessment is what helps us touch each student’s learning process. However, why cannot we let go of the

students’ previous achievements or failures? Let’s leave the past in the past and  improve our students by considering their future developments.  

Feedforward is an expansive and dynamic response, which provides suggestions about what can be done next in an ongoing manner, in the future of students’ learning. But can we enhance student engagement and take differentiation to the next level by giving feedforward?

Nick Manthei ( by OXFORD )


Nick Manthei is a full-time teacher trainer for Oxford University Press.  He has previously taught in Istanbul and Izmir.  He recently finished his Master’s degree in Education at Endicott College on International Education with an ESL Concentration.  Nick has an optimistic outlook on Education in Turkey and the world and gives real examples of how education can be made better starting with the most important person in the school: the teacher.

The future of teaching is with Coaching 

Teachers are the most important people in school for students.  Research has shown that administrative decisions matter very little to the individual student, whereas teachers in the classrooms can make learning great or stifle learning.  How does a teacher go from bad to average?  From average to good?  From good to great?  Many might say experience, but John Dewey would say it is reflection on that experience.  Coaching is just that: reflection on your lessons, done together with a coach.  This is where teachers can grow significantly even in a short period of time, but the attention to long-term Continuing Professional Development is ever important. In this workshop you will see how coaching is not the same as observation, how coaching can lead to higher academic achievement and experiences I have had as a coach.

Sabire Pınar Acar ( by MACMILLAN )

Pınar Acar received her BA in English Language and Literature from Ege University in 1995. She is an experienced EFL teacher with the Cambridge Esol Delta qualification. She is currently employed as a part-time language instructor at the University of Economics in Izmir. She also works as a speaking examiner for Cambridge Assessment English and a freelance teacher trainer for Cambridge University Press and Dünya Education.

Interaction patterns in the classroom play an important role in achieving learning aims. Teachers’ choice of appropriate patterns for particular activities can increase the motivation and engagement of the learners. This workshop is designed to share experiences and opinions about the influence of organizing different patterns of interaction on learners’ progress. Dictogloss is an activity that involves individual, group and whole class interaction. Therefore, it will be presented and practised in this session so as to exchange ideas on its potential uses and effectiveness.


Steve O'Farrell ( by PEARSON )

Steve O’Farrell is a trainer, consultant and educator who has been in the education business for many years. Living and teaching in Turkey since 1998, he has taught at all levels from primary to university and beyond.

Having developed, fine-tuned and successfully applied many language-imparting techniques and methods over 15 years of working with young learners, Steve now shares these innovations in highly-entertaining and informative training and teacher learning sessions.

Having worked freelance with a number of institutions, Steve has now joined Pearson as Senior Learning Consultant, and the content of his training is highly education-focused. He is married (to a Turkish national), and has a daughter and son, both native bilingual, and both growing up too fast.

Steve is a graduate of Trinity College Dublin. He also holds the CELTA and is PGCE trained and licensed. He draws on this educational and ELL background and his keen interest in NLP (being a Master Practitioner of NLP) to produce some highly innovative ELT and communicative sessions for teachers.

He also enjoys acting and has appeared in several episodes of the acclaimed series Kayıtdışı, as well as Vatanım Sensin and İstanbullu Gelin.


A passionate learner and skilled technology champion, his driving purpose is to bring more effective language learning to Turkey, and to promote the most useful and efficient approaches to learning and teaching - and improve and expand the learning of all students


Student-Centred Learning

 We’ve all heard about SLC by now, but what does it really mean? And what does it entail? How can we implement a student-centred approach into our already-busy teaching? First, let’s cast aside the concept of teaching. WHAT?! Yes. In this session, we’ll look to change our perception…just a little, but actually, quite a lot. We’ll listen to a case study, and go through some tech tools that can help us on our way. Bring your sense of humour as well.



Wayne Trotman ( by CAMBRIDGE )

Dr. Wayne Trotman was until recently an Assistant-Professor in the School of Foreign Languages at Izmir Katip Çelebi University (IKCU). In 2010 he completed his doctoral studies at The University of Warwick (UK) on Action Research and has since then published widely in this area. At IKCU he co-ordinated the Professional Development Unit (PDU), in which as a teacher-educator he regularly delivered in-house training seminars. He also supervised research groups carrying out work in the areas of Action Research, Case Study and Exploratory Practice. Now retired, he is often to be found in cinemas on Monday mornings.

Professional development: the prognostication


Many of us here today work in departments with a special room for what is usually termed “the PDU”: the professional development unit. Too often, though, the PDU folks are the only ones interested in their activities. But what  does professional development consist of, and from whence did it emerge?  What’s more, does it have a future? This session looks at how not only schools, but individual teachers can engage in self-development, quietly, in their own time and at their own speed. Come along and witness how.





Azize Sorguç  ( by DAS AKADEMIE )

Azize Sorguç ist in Deutschland geboren und aufgewachsen. Nach ihrem Studium an der Istanbul Universität hat sie angefangen bei der DAS Akademie (Deutsche Akademie für Sprachen) zu arbeiten. Zuerst als Lehrerin, dann als Marketing Manager, Managing Director und General Manager. Jetzt ist sie seit über einem Jahr die Geschäftsführerin der Akademie. Sie ist verantwortlich für die Verwaltung des Kursbereichs und die türkeiweite Organisation der Sprachcamps. Ebenso ist sie Beraterin von über 50 Schulen, die aktiv Minticity im Unterricht einsetzen. Seit 2009 ist sie eine qualifizierte Telc-Prüferin und somit führt sie wieder türkeiweit Telc-Prüfungen durch. Seit über zwei Jahren führt sie leidenschaftlich Lehrerfortbildungsprogramme durch. 

TITEL DER PRÄSENTATION: Kompromissbereite Lehrer sind gefragt



Feda Karakut  ( by HUEBER )

Feda Karakut , bin am 24.04.1973 in Kırşehir geboren. 6 jahrelang habe ich in Deutschland gelebt und bin im Jahr 1984 in die Türkei zurückgekehrt .  "Lehrer für Deutsch" habe ich an der Universitaet Hacettepe studiert und bin im Jahr 1998 als Lehrer eingestellt.Seit 12 Jahren lebe ich in Izmir und bin in Karşıyaka Lisesi als Deutschlehrer taetig.Waehrend meiner beruflichen Taetigkeit habe ich an zahlreichen Seminaren und Fortbildungen im In -und Ausland teilgenommen und bin im Jahr 2012 staatlich als Formator für Deutsch versetzt.Seitdem führe ich im Zusammenarbeit zwischen Meb und Goethe Instıtut  Begleitsseminare und Workshops für den DeutschlehrerInnen in aemtlichen Veranstalltungen durch.

Workshop für Hueberverlag zum Thema:


“Nutzung digitaler Materialien im Unterricht wie Einsatz Smartphones und Tablets im DAF_Unterricht"






Merve Öke Fidan ( by GELİŞİM KOLEJİ )

Merve Öke Fidan, insegnante di italiano, si è laureata in Lingua e Letteratura Italiana all’Università di Istanbul nel 2010. In seguito ha conseguito il Master in Lingua e Letteratura Italiana presso la stessa Università. Nel 2011 ha avuto l’incarico di docenza di italiano al liceo francese Saint Joseph di Izmir. Dopo 7 anni di servizio come docente di italiano ha deciso di prendersi l’anno sabbatico. Nel frattempo ha conseguito la laurea Magistrale in Studi Femminili all’Università di Dokuz Eylül. Nel 2018 dopo la maternità ha ricominciato a lavorare prestando servizio presso la Scuola secondaria inferiore e superiore di Gelisim College. Dal 2011 fino ad oggi insegna l’italiano all’Istituto Italiano di Cultura in Izmir. Pratica le nuove strategie didattiche seguendo i nuovi metodi didattici, organizza scambi e viaggi culturali, extracurricolari e linguistici.  

Cinecittà in classe! Avete mai pensato di provare un procedimento didattico basato sull'apprendimento intuitivo guardando solo 10 minuti di un filmato fornito di film cult degli anni '90?

Seçil Demirözer ( by GELİŞİM KOLEJİ )

Seçil Demirözer si è laureata in Lingua e Letteratura Italiana alla facoltà di Lettere all’Università di Istanbul nel 2010. Ha ottenuto anche il certificato di formazione pedagogica nel 2010. Ha svolto lo stage presso il Liceo Italiano ‘‘Galileo Galilei’’ a Beyoğlu.

Durante il periodo di frequentazione della laurea all’università ha avuto vari tipi di borse di studio. Così, ha frequentato un corso di lingua e didattica presso l’Universita per Stranieri di Siena nel 2008.

Dopo la laurea, ha conseguito il master in Lingua e Letteratura Italiana presso  l’Università di Istanbul. Nel 2012, con il programma Erasmus ha frequentato l’Università di Bologna – Alma Mater Studiorum, ha fatto ricerche per la tesi di master presso il dipartimento di Lingua e Letteratura Italiana.

Nel 2011, ha lavorato all’università di Yeditepe come docente di italiano.

Si è trasferita ad Izmir nel 2013. Nello stesso anno ha cominciato a lavorare presso la scuola superiore di Gelisim College e adesso ci continua a fare il suo incarico di docenza. A scuola organizza viaggi di studio, eventi culturali ed attività didattiche. Si occupa anche delle borse di studio per realizzare un’esperienza di studio in Italia per gli studenti della scuola superiore. Dal 2015 fino ad oggi, insegna l’italiano presso Il Centro Culturale Italiano “Carlo Goldoni”.

Lei è appassionata delle lingue, parla italiano e inglese. Attualmente sta imparando spagnolo.


L’insegnamento della grammatica in un modo creativo e divertente…

In questi giorni si parla molto di includere le abilità del XXI secolo nelle lezioni di lingua quando si insegna la grammatica. Quali sono queste competenze e hanno un posto in una classe linguistica in cui gli insegnanti hanno un tempo limitato, e la priorità è comunque insegnare la grammatica?

Al nostro workshop daremo qualche esempio sulle tecniche di insegnamento della grammatica che potete utilizzare in classe per i vostri studenti e  così cerchiamo di farli diventare entusiasti.

Possiamo costruire sia le quattro abilità tradizionali (parlare, ascoltare, leggere e scrivere) e le 4C del XXI secolo (comunicazione, collaborazione, creatività e criticazione / pensiero critico).

La grammatica è divertente… Non ci credete? Siamo qui per convincervi.

Gamze Baştimur ( by GELİŞİM KOLEJİ )

Gamze Baştimur, si é laureata in Lingua e Letteratura Italiana all'università di Ankara. Con il programma Erasmus ha trascorso l'anno accademico 2012-2013 frequantando l'università Ca Foscari a Venezia presso il dipartimento di lingue, culture e società dell’Asia e dell’Africa Mediterranea.

Dopo la laurea, nel 2013 ha cominciato a fare l'insegnante d’italiano ad una scuola italiana e ha avuto l'esperienza nelle scuole dell'infanzia e primaria e ha lavorato anche nelle scuole secondarie e al liceo.  Nel frattempo ha conseguito il programma di certificazione pedagogica all'università di 9 Eylül.

Dal 2016 fino ad oggi lavora presso Gelişim College. A scuola organizza eventi vari per aumentare la motivazione ed entusiasmo degli studenti.


L’insegnamento della grammatica in un modo creativo e divertente…

In questi giorni si parla molto di includere le abilità del XXI secolo nelle lezioni di lingua quando si insegna la grammatica. Quali sono queste competenze e hanno un posto in una classe linguistica in cui gli insegnanti hanno un tempo limitato, e la priorità è comunque insegnare la grammatica?

Al nostro workshop daremo qualche esempio sulle tecniche di insegnamento della grammatica che potete utilizzare in classe per i vostri studenti e  così cerchiamo di farli diventare entusiasti.

Possiamo costruire sia le quattro abilità tradizionali (parlare, ascoltare, leggere e scrivere) e le 4C del XXI secolo (comunicazione, collaborazione, creatività e criticazione / pensiero critico).

La grammatica è divertente… Non ci credete? Siamo qui per convincervi.








Registration is closed.

Thank you for your interest in Gelişim Elt conference. 




























If you have any questions, you can contact Sertaç Ertunç by email at sertac.ertunc@gelisim.k12.tr or call +90 (232) 832 22 22

Servis Saatleri

 Servis formu dolduran katılımcılarımız için durak ve saatler aşağıda belirtilmiştir. İlginiz için teşekkür ederiz. 




KONAK AKM – 8.00


Kaptan Refik Arkan

0535 977 39 78

35 KC 3485


Kaptan Bora Öztürk

0532 497 70 10

35 KC 3486


Kaptan Şuayip Eser 0538 345 17 45

35 KA 0542


Kaptan Melih Kent

0 535 762 49 86

35 S 95772



Kaptan Aydın Dağ

0531 380 87 53

35 ES 65178


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