From dog training to Croatian teaching

Growing up between Croatia’s different worlds

Growing up in Vinkovci with roots stretching across Croatia gave Nikolina a unique perspective on her country’s linguistic landscape. Her mother’s Dalmatian heritage and her father’s Slavonian background meant she absorbed different regional accents and expressions from an early age. “I do feel connected with Dalmatia and Slavonia as well,” she explains, though she admits to having just a handful of authentic Dalmatian expressions in her repertoire.

This regional diversity became a teaching asset rather than a limitation. Nikolina now uses her long Slavonian accent strategically in lessons, showing students how to adapt their pronunciation. “I can tell people, oh, I sounded more East, you know, in this – you can say it like me, but you can also make it more quick if you want to sound more standard,” she demonstrates, turning her linguistic background into a practical teaching tool.

When childhood dreams meet reality

Tennis dominated Nikolina’s childhood, with dreams of competitive success that required the total commitment individual sports demand. She competed in tournaments during elementary school, but the reality of professional tennis – with its demanding schedule and intensive requirements – meant her competitive career lasted two years before she chose to pursue other interests.

The experience taught her valuable lessons about commitment and realistic goal-setting that would later influence her teaching philosophy. Rather than abandoning physical activity entirely, she maintained tennis as a hobby while exploring other interests. Her childhood sports experience also instilled an understanding of how individual attention and personalised approaches can make the difference between success and giving up entirely.

The unexpected world of dog training

Before finding her calling in language education, Nikolina spent a couple of years in the surprisingly complex world of dog training. She discovered a field divided between traditional “balanced” methods that relied on force and a newer, gentler approach that she found more appealing. “There’s a new wave of dog training that is more similar to parenting, I guess – more gentle,” she explains.

Working with the positive reinforcement methods appealed to her values, but she found herself caught in ongoing debates between different training philosophies. The field demanded total commitment and significant financial investment from clients, making it challenging to build a sustainable practice. “You cannot really wing it, you should go all in,” she reflects on the intensity required for success in dog training.

The transition from dog training to language teaching wasn’t immediate, but the experience taught her about patience, positive reinforcement, and the importance of building trust – skills that translate perfectly to language education. She still trains her own dog and occasionally helps friends, but languages became her primary focus because she found them “more calming” and fulfilling.

Finding her true calling in language education

The shift to teaching Croatian felt natural for Nikolina, who had studied English and French at university in Zadar before completing her master’s degree in Zagreb. Teaching her native language offered something she hadn’t experienced when teaching English – complete confidence in her subject matter. “With Croatian, you can be a little bit more relaxed, because although it’s a complex language, since it’s your mother tongue, you feel more kind of free in teaching.”

Her students consistently praise her ability to engage and personalise lessons. She describes her teaching style as creative and spontaneous, preferring to adapt exercises on the spot rather than following rigid structures. “I like to be creative with exercises, so I can think of something on my own very quick, or just improvise with conversation,” she explains, though she acknowledges this approach doesn’t suit every student.

The cultural component of language teaching particularly energises her. Many of her students have Croatian heritage but lack current knowledge of the country, knowing perhaps “the 10 years ago situation” or remembering only Yugoslavia. Nikolina relishes being their connection to modern Croatia, sharing contemporary culture alongside grammar and vocabulary.

Her versatility shows in other projects too: she recently led a French workshop for children at a summer camp. A colleague friend had invited her to put her university French studies to practical use. “It was really fun. We did a lot of flashcards,” she says enthusiastically about working with young learners.

The magic of real-world connections

The most rewarding moments in Nikolina’s teaching career happen when the classroom meets reality. She lights up when describing students who visit Zagreb and meeting them in person after months of online lessons. “You feel like you’re friends already, although you see each other for the first time,” she says about these encounters during language holidays.

Even more meaningful are the success stories students share from their daily lives in Croatia. When one student told her about having a full conversation with a seller in Zadar, or when another reported understanding everything the waiter said while ordering coffee, these moments validate everything Nikolina works toward. “When they get to use it and then report back, like, it was good, I feel good,” she reflects.

Some students even consult her about moving to Croatia permanently, and she happily becomes their cheerleader for the transition. “I don’t mind being a part of that in a small way,” she says, understanding that language teaching often extends beyond grammar to become a bridge between cultures and life changes. These connections remind her why she chose teaching over dog training – the human element makes all the difference.