dr Agnieszka Kałdonek-Crnjaković

Department of Applied Linguistics

assistant professor

Room number: 3.411

email: a.kaldonek2@uw.edu.pl

need.wn.uw.edu.pl

Academia.edu profile

Researchgate profile

  Office hours: Onsite: Thursdays 16:30-18:00 (please arrange by email a.kaldonek2@uw.edu.pl), room 3.411
Online: any convenient day and time (please arrange by email a.kaldonek2@uw.edu.pl)
dr Agnieszka Kałdonek-Crnjaković

Degrees

PhD in philology, University of Zagreb, Croatia (2013)

PhD programme in second/foreign language education and applied linguistics, Faculty of Humanities and Social Sciences, University of Zagreb, Croatia (2008-2013)

 

MA in international relations, Department of Journalism and Political Science, Institute of International Relations, University of Warsaw, Poland (2003)

BA in teaching English as a foreign language, University College of English Language Teacher Education, University of Warsaw, Poland (2005)

LLB, Law School of BPP University, London, UK (2016)

Oxford Cambridge and RSA Examinations Level 5 and 7 Diploma in Assessing and Teaching Learners with Dyslexia/Specific Learning Difficulties, London, UK; member of PATOSS UK (the professional association of teachers of students with specific learning difficulties); certified assessor of specific learning difficulties (SpLD) (2017)

Research interests and projects

  • Special Educational Needs – teaching and learning EFL and ESL
  • Language learning strategies – reading and spelling strategies, strategy instruction
  • Differentiation in teaching EFL and ESL
  • Emotions in language teaching 
  • Teaching English for legal purposes

 

Selected publications

Publications

Accepted/In press

1)    Kałdonek-Crnjaković, A. & Angelovska, T. Theoretical considerations for the well-being of Chinese international students in the context of dyslexia and ADHD. In Pang, B., Curdt-Christiansen, X.L. & Mu, M. (eds.). The Health and Educational Experiences of Chinese International Students. Springer Nature.​

2)    Kałdonek-Crnjaković, A. Effects of ADHD on additional language learning and use: Beliefs and additional language knowledge of multilingual individuals with ADHD in Poland. Studies in Second Language Acquisition (Q1, 2.506, H-index 122)

2026

3) Kałdonek-Crnjaković, A. (2026). Pre-service English as a Foreign Language teachers and students with Special Educational Needs: Self-perceived knowledge, skills, efficacy, beliefs, and emotions (Chapter 7). In D. Bao, D. O'Reilly, Barnes, M. (eds.), Diversity and Inclusivity in English Language Education: International Perspectives. Multilingual Matters.

2025

4) Nijakowska, J., Kałdonek-Crnjaković, A., & Walenta, M. (2025). Architecture for
all?: Universal Design for Learning in instructional practices for EMI students.
International Review of Pragmatics. https://doi.org/10.1163/18773109-01801001 (Q3, 0.169, H-index 13)

5)  Kałdonek-Crnjaković, A. (2025). Language teachers’ emotions when working with students that exhibit ADHD-type behaviours. In A. Dobrić, D. Tomić, & M. Liker, Festschrift for Prof. Emerita Vesna Mildner (pp. 127-148). FF Press.

6)  Fridrikh, A., Pentón Herrera, L. J., Kałdonek-Crnjaković, A. (2025). “English was a real help”: Multilingualism as an integration strategy among Ukrainian refugee children in Poland. International Journal of Multilingualism. https://doi.org/10.1177/13670069251362740 (Q1, 0.749, H-index 69) 

7)  Kałdonek-Crnjaković, A., Göktürk Saglam, A. L., Fišer, Z., Iijima, M., Díaz-Prada, E., & Shcherba, N. (2025). Do English Language Pre-Service Teachers Feel Ready to Teach Students with ADHD? Voices from Japan, Poland, Turkey, and Ukraine. Education Sciences, 15(9), 1092. https://doi.org/10.3390/educsci15091092 (Q1, 0.730, H-index 68)

8)  Kałdonek-Crnjaković, A. (2025). Attention-Deficit/Hyperactivity Disorder and Dyslexia in Additional Language Learning, Teaching, and Use. In Mark Aronoff (ed.), Oxford Bibliographies in Linguistics. Oxford University Press. https://doi.org/10.1093/obo/9780199772810-0325

9)  Kałdonek-Crnjaković, A. (2025) Working with Language Learners with ADHD-like Behaviours: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development? In M. N Karimi, L. J. Pentón Herrer and B. Mansouri (eds.), Teacher Emotions as Personal and Professional Development in Applied Linguistics. Multilingual Matters.

2024

10) Kałdonek-Crnjaković, A. & Płachta, K. (2024). Differentiating for multilingual students’ needs in a psychology classroom with English as a medium instruction. Applied Linguistics Papers, 28(1), 47–62.

11) Stasiak, P., Kałdonek-Crnjaković, A., & Molska, M. (2024). Specjalne potrzeby edukacyjne – samoocena wiedzy, umiejętności i postaw w przekonaniach przyszłych nauczycieli języków obcych przed i po szkole letniej [Special educational needs – self-assessment of knowledge, skills and attitudes in the beliefs of future foreign language teachers before and after the summer school]. Neofilolog, 62(2), 444–460. https://doi.org/10.14746/n.2024.62.2.7 (Q2, 0.208, H-index 4)

12) Angelovska, T. & Kałdonek-Crnjaković, A. (2024). Attention deficit hyperactivity disorder in second and additional language learning and teaching. TESOL Encyclopedia of English Language Teaching. Wiley.

13) Kałdonek-Crnjaković, A. (2024). The effect of ADHD-type behaviours on language skills development in the classroom context from the perspective of Polish EFL teachers. Ampersand, 13, 100190. https://doi.org/10.1016/j.amper.2024.100190 (Q1, 0.434, H-index 16) 

14) Bao, D., Jaroszewska, A., & Kałdonek-Crnjaković, A. (2024).  Introduction. In D. Bao, A. Jaroszewska, & A. Kałdonek-Crnjaković (eds.), Voices and spaces: Rethinking silence, speech, and resources in language education. Neofilolog, 63(2). 235–242. https://doi.org/10.14746/n.2024.63.2.1(Q2, 0.208, H-index 4)

2023

15) Kałdonek-Crnjaković, A., & Czopek, K. (2023). Peace, emotion labor, and language teacher identity in times of war: The stories of two Ukrainian English university teachers. TESOL Journal, 14(4), e725. https://doi.org/10.1002/tesj.725 (Q1, 0.911, H-index 33)

2022

16) Kałdonek-Crnjaković, A. (2022). How did emergency remote teaching impact novice language teachers and their young learners during the COVID-19 lockdown in Poland? Electronic Journal of Foreign Language Teaching, 19(4), 177–190. 10.56040/kacr1925 https://e-flt.nus.edu.sg/wp-content/uploads/2022/ka%C5%82donek.2022.pdf(Q3, 0.149, H-index 16)

17) Kałdonek-Crnjaković, A. (2022). Meeting diverse needs of language learners. In D. Tsagari, J., Nijakowska and E. Guz. Good practices in inclusive language education and foreign language teacher training–universal design in education and increasing accessibility, especially for marginalized groups (pp. 170–184). https://scaled.uw.edu.pl/output-1-read/

18) Kałdonek-Crnjaković, A. (2022). Educational system, policies, curricula and teaching practices: SEN and language education in Poland. In D. Tsagari, J., Nijakowska and E. Guz (eds.). Good practices in inclusive language education and foreign language teacher training - universal design in education and increasing accessibility, especially for marginalized groups (pp. 26–36). https://scaled.uw.edu.pl/output-1-read/

19) Fišer, Z. and Kałdonek-Crnjaković, A. (2022). Croatian English as a foreign language teachers’ knowledge about dyslexia and teaching students with dyslexia: Is their practice dyslexia-friendly? Lenguas Modernas, 59, 31–49. (Q3, 0.139, H-index 9)

20) Kałdonek-Crnjaković, A. (2022). How do ADHD-type behaviours affect language learning? Voices of in-service EFL teachers in Poland. In L. McCallum (Ed.), English Language Teaching in the European Union: Theory and Practice across the Region (pp. 147–165). Springer. 

2021

21) Kałdonek-Crnjaković, A. (2021). Development of metalinguistic awareness in EFL vocabulary and spelling: A longitudinal case study of a child and adult with dyslexia. Anglica: An International Journal of English Studies, 30(2), 129–146 (Q4, 0.104, H-index 3)

22) Kałdonek-Crnjaković, A. & Fišer, Z. (2021). Teacher positioning and students with dyslexia: Voices of Croatian English as a foreign language teachers. Journal of Language and Education, 7(3), 144–156, https://doi.org/10.17323/jle.2021.11561(Q1, 0.386, H-index 14)

23) Kałdonek-Crnjaković, A. (2021). Fostering literacy skills and self-efficacy in a Chinese EAL learner with dyslexia. Australian Journal of Learning Difficulties, 26(1), 1–20. https://doi.org/10.1080/19404158.2020.1845218 (Q3, 0.375, H-index 19)

24) Kałdonek-Crnjaković, A. (2020). Naturally occurring Language Learning Strategy Instruction in an adult EFL classroom. Electronic Journal of Foreign Language Teaching, 17(2), 392–404. (Q3, 0.149, H-index 16)

25) Kałdonek-Crnjaković, A. & Fišer, Z. (2021) Disleksija na nastavi engleskoga kao stranog jezika. Alfa Publishing.

2020

26) Kałdonek-Crnjaković, A. (2020). Teaching an FL to students with ADHD. Govor/Speech, 37(2), 205–221. https://doi.org/10.22210/govor.2020.37.10 (Q4, 0.106, H-index 6)

27) Kałdonek-Crnjaković, A. (2020). Differentiation in second and foreign language teaching. In I. Szymańska & A. Piskorska (eds.), Between cultures, between languages: Essays in honour of Professor Aniela Korzeniowska (pp. 172–183). Wydawnictwo Naukowe Semper.  

28) Kałdonek-Crnjaković, A. (2020). Learning to spell in a multisensory way: a case of an EAL learner with general learning difficulties. The Newsletter of the IATEFL Inclusive Practices & SEN Interest Group, 6, 32–37.

2019

29) Kałdonek-Crnjaković, A. (2019). Multisensory Structured Learning in light of age factor: Vocabulary development in Croatian English as a foreign language learners with dyslexia. Strani jezici, 48(3), 129–152.

2018

30) Kałdonek-Crnjaković, A. (2018). The cognitive effects of ADHD on learning an additional language. Govor/Speech, 35(2), 215–227. https://doi.org/10.22210/govor.2018.35.12 (Q4, 0.106, H-index 6)

31) Kałdonek-Crnjaković, A. (2018). Teaching and researching language learning strategies: Self-regulation in context, second edition (book review). International Journal of Applied Linguistics, 28(2), 350–352. https://doi.org/10.1111/ijal.12216 (Q1, 0.811, H-index 57)

2017

32) Kałdonek-Crnjaković, A. (2017). Multisensory, structured, metacognitive method in teaching English as a foreign language (EFL) to dyslexic learners: The learner's perspective (a case study from Croatia). The Newsletter of the IATEFL Inclusive Practices & SEN Interest Group, 1, 16–21.

33) Kałdonek-Crnjaković, A., & Fišer, Z. (2017). 'Dyslexia-friendly' approaches in the teaching practice of Croatian English as a foreign language (EFL) teachers. In S. Letica Krevelj & R. Geld (Eds.), UZRT 2016 Empirical Studies in Applied Linguistics (pp. 139–149). FF Press

2015

34) Kałdonek-Crnjaković, A. (2015). Age effect on spelling development in dyslexic Croatian English as a foreign language (EFL) learners. Govor, 32(2), 99–129 (Q4, 0.106, H-index 6)

Under review

35) Nijakowska, J., Kałdonek-Crnjaković, A., & Walenta, M. Embodying Universal Design for Learning in EMI contexts: Social-emotional pathways to student learning success. Studies in Second Language Learning and Teaching (Q1, 1.915, H-index 33)

36) Filippi, R., Papachristou, E., Mcavoy, M., Kałdonek-Crnjaković, A. The impact of early multiple language exposure on hyperactivity/inattention symptom trajectories during childhood: Results from a UK birth cohort. Bilingualism: Language and Cognition (Q1, 1.119, H-index 88)

37) Kałdonek-Crnjaković, A., Czopek, A., Fridrikh, A., Piskorska, A., Pentón Herrera, L. J., & Ziomek, P. Voices merged in crisis: Exploring multilingual realities of Polish hosts and Ukrainian refugee families. International Journal of Multilingualism (Q1, 1.134, H-index 57)

38) Kałdonek-Crnjaković, A. Understanding the effect of Attention-Deficit/Hyperactivity Disorder on second language skills development in the classroom context from the EFL teachers’ perspective. System. (Q1, 2.205, H-index 115)

 

 

Older publications can be found on the complete list in PBN

Conferences

Conferences

Guest lectures:

  • UCL, UK for 20 January 2025 – the course on Neurodiversity and Multilingualism
  • Kassel University, Germany (11 July 2024) – Dyslexia and ADHD in foreign language learning–specific learning difficulties or differences?
  • Gunma University, Japan (8 May 2024) – Inclusive Education in the EU
  • Gunma University (October2019) – Specific learning difficulties in a foreign language: What works from the learner’s and teacher’s perspective?

Conferences:

  • Jaroszewska, A., & Kałdonek-Crnjaković, A. (session organisers) Diversity and inclusion in foreign language teaching and learning. 4th Humanities – Society – Identity Congress, 3-5 Dec 2025, Warsaw, Poland.
  •  Nijakowska, J., & Kałdonek-Crnjaković, A., & Walenta, M. UDL instructional practices of lecturers: A Reflexive Thematic Analysis of architecture EMI students' experiences and perceptions”, SSLLT–Second Language Learning and Teaching: Facing new challenges, 2-4 June 2025, Kalisz, Poland.
  •  Walenta, M., Nijakowska, J., & Kałdonek-Crnjaković, A. Advancing EMI Through Inclusive Practices: Polish University Students' Perceptions. TESOL International, Long Beach, 19-21 March 2025.
  •  Kałdonek-Crnjaković, A., & Błaszczak, A. How do multilinguals with ADHD position themselves as learners? AAAL, Denver, 22-25 March 2025.
  •   Angelovska, T., Kałdonek-Crnjaković. A. Panel on ADHD and language learning and teaching. AILA, Aug, 2024, Kuala Lumpur, Malezja.
  •  Cengic, J., Angelovska, T., Kałdonek-Crnjaković. A. Unlocking the Keys to Language Learning inYoung Learners: The Role of Auditory Alertness, Mental Transformation, and Previous EFL Exposure. EUROSLA33, 3-6July, 2024, Montpellier, France

•    Kałdonek-Crnjaković, A., Iijima, M. Teaching language students with ADHD: Emotions of pre-service teachers from six countries. Psychology of Language Learning – PLL Conference, Madrid, Spain, May 2024 

• Kałdonek-Crnjaković. A., Raising accessibility, diversity, and inclusivity in tertiary education via 3D teaching and learning aids, May, 2024, DIELE, Japan.

• Kałdonek-Crnjaković. A. (with Fišer, Z., Göktürk Saglam, A., Iijima, M.) Do English language pre-service teachers feel ready to teach students with ADHD? Voices from Croatia, Japan, Poland, Spain, Turkey, Ukraine. The 2nd International Humanities-Society-Identity Congress, 4-6 Dec 2023, Warsaw, Poland.

• Kałdonek-Crnjaković, A. Honoring Identity and Diversity among English learners with Dis/abilities. TESOL International 2023, 21-24 March, Portland, Oregon, US 

• Kałdonek-Crnjaković, A. (as part of a colloquium organised by Luis Penton Herrera, Gloria Park, Ethan Trinh ). In the pursuit of (inner) peace: The stories of two Ukrainian English university teachers. AAAL 2023, 18-21 March, Portland, Oregon, US

• Kałdonek-Crnjaković, A. Ukrainian teachers in Poland: Teachers' struggles and negotiations while teaching in times of war in Poland and online in Ukraine. Florida International University, March 15, 2023

• Kałdonek-Crnjaković, A. How does ADHD affect additional language learning? (Findings of the pilot study). Multilingualism Research Forum/Flerspråklighetsforum, University of Oslo, March 1, 2023

• Kałdonek-Crnjaković, A. The effect of course content: Pre-service EFL teachers’ self-perceived knowledge, self-efficacy, beliefs, and emotions about teaching students with special educational needs. DIELE - Diversity and Inclusivity in English Language Education, Bangkok, Tajlandia, 9-10 grudzień 2022

• Kałdonek-Crnjaković, A. (z S. Sader). Meeting diverse needs of language learners. Pierwsza konferencja SCALED , Warszawa, 1-2 grudzień 2022 scaled.uw.edu.pl/pl/1-konferencja-scaled/

• Kałdonek-Crnjaković, A. The LLS university course: Voices of pre-service teachers in Poland. SSU4, Wellington, Nowa Zelandia, 23-24 listopad 2022

• Kałdonek-Crnjaković, A. (z E. Diaz Prada). Use of an eye-tracker in investigating language listening strategies. SSU4, Wellington, Nowa Zelandia, 23-24 listopad 2022

• Kałdonek-Crnjaković, A. (z dr Alla Fridrikh i dr Luis Javier Pentón Herrera). Experiences of Ukrainian refugee students, their parents/care-takers, and educational institutions in Poland: Communicating in the multilingual setting. MELDC3, Tirana, Albania, 22-23 września, 2022

• Kałdonek-Crnjaković, A. (z dr Luis Javier Pentón Herrera). Ukrainian refugees in Poland: Overview, supports, and educational cooperation. 6 czerwca 2022, California TESOL, webinar. 

•  Kałdonek-Crnjaković, A. Creating equal opportunities and an inclusive language classroom for students with ADHD: The effect of teacher training on teacher emotions and agency. 66th Annual Conference of the International Linguistic Association, 1- 3 kwiecień 2022, New Brunswick, New Jersey, USA

•    Kałdonek-Crnjaković, A. Is spelling in English emotional for EAL learners? Multilingual Learning: Policies and Practices (MLPP), 2-3 grudzień 2021, Kraków, Poland

•   Kałdonek-Crnjaković, A. & Lukica, I. Reading strategies of learners with English as an additional language: Does their home language matter? 13th International Symposium on Bilingualism, 10–14 lipiec 2021, Warsaw, Poland 

•    Kałdonek-Crnjaković, A. Naturally occurring language learning strategy instruction (LLSI) in an advanced EFL classroom. 3rd International Conference on Situating Strategy Use (SSU3), 13-15 październik 2019, Osaka, Japonia

· Kałdonek-Crnjaković, A., Lukica, I., Płachta, K. Reading habits and motivation: What does reading in English mean to ESL students in the UK and Poland?, 30th International Conference on Foreign/Second Language Acquisition, Szczyrk, 17-19 maj 2018

· Kałdonek-Crnjaković, A., Płachta, K. Screening cognitive skills of learners of English in Poland, 30th International Conference on Foreign/Second Language Acquisition, Szczyrk, 17-19 maj 2018

· Kałdonek-Crnjaković, A., Metacognitive awareness of spelling strategies in Chinese and Romanian English as an additional language (EAL) secondary school students: a case study from the UK, 2nd International Conference on Situating Strategy Use: Present issues and future trends, 28-30 wrzesień 2017, Komotini, Greece

· Kałdonek-Crnjaković, A., Lukica, I. Metacognitive Awareness of Reading Strategies of English as an additional language (EAL) Students: a year later, 2nd International Conference on Situating Strategy Use: Present issues and future trends, 28-30 wrzesień 2017, Komotini, Greece

· Kałdonek-Crnjaković, A., Fišer, Z. Dyslexia-friendly Approaches in the Croatian EFL teachers’ Practice, University of Zagreb Roundtable: Empirical Studies in Applied Linguistics, 3 czerwiec 2016, Zagrzeb, Chorwacja

· Kałdonek-Crnjaković, A., Fišer, Z. How Much Do I Know, I Need to Know and I Want to Know About Dyslexia? Moving Forward with Vocational Training for EFL Teachers in Croatia, Moving Forward: Challenges and Transitions,10th British Dyslexia Association International Conference, 10-12 marzec 2016, Oxford, Wielka Brytania

· Lukica, I., Kałdonek-Crnjaković, A., The Influence of Individual Differences on EAL Students’ Metacognitive Awareness of Reading Strategies, Situating Strategy Use: The Interplay of Language Learning Strategies and Individual Learner Characteristics, 15-17 październik 2015, Alpen-Adria-Universität Klagenfurt, Austria

· Kałdonek-Crnjaković, A., The Effect of Dyslexia on Foreign/Second Language Acquisition and Effective Methods in Teaching Foreign Language Skills to Dyslexic Learners, ADHD and Foreign Language Acquisition, Multidisciplinary Approaches to Multilingualism, XXVIII International Conference of the Croatian Applied Linguistics Society, 27 April 2014, Zagrzeb, Chorwacja

 

Other

  • ORCID: 0000-0003-4372-567X
  • Head of a faculty research group - Neurodiversity in Language Education, www.need.wn.uw.edu.pl
  • Microgrant - participation in an international conference in Japan (October 2019)
  • Microgrant - participation in an international conference in the USA (April 2022)
  • Grant awarded within Erasmus+ Mobility Program, University of Huelva, Spain, March 2020
  • Grant awarded within Erasmus+ Mobility Program, University of Montenegro, October 2021
  • Grant awarded within Erasmus+ Mobility Program, University of Jordan, May 2022
  • Grant awarded within Erasmus+ Mobility Program (STT; training - eye-tracking), University of Seville, June 2022
  • Member of the Editorial Board in Psychology of Language and Communication https://sciendo.com/journal/plc
  • participation in the project SCALED - Supporting Content and Language Learning Across Diversity (EEA grant; UW-OsloMet) https://scaled.uw.edu.pl/ (May 2022-June 2023)
  • Microgrant - participation in international conferences in New Zealand and Thailand (Nov-Dec 2022)
  • Microgrant - partnership with University College London, UK (Jan 2023)
  • Microgrant - partnership with Monash University, Australia (Nov 2023)
  • 4EU+ 3MultiAccess (project leader) https://4euplus.eu/4EU-714.html
  • NAWA joint projects with Austria 2024-2025 (project leader): The effects of (in)attention and (hyper)activity on conversation abilities by multilingual individuals in Austria and Poland