dr Magdalena Walenta

Department of the English Language

assistant professor

Room number: 3237

email: m.walenta@uw.edu.pl

https://orcid.org/0000-0001-8335-3634

  Office hours: 2025/26 on sabbatical
dr Magdalena Walenta

Degrees

M.Arch., Warsaw University of Technology, 2001 – with honors

M.A., University of Warsaw, 2010 – with honors

Ph.D., University of Warsaw, 2017 – with a Faculty Council dissertation distinction

Research interests and projects

  • English Medium Instruction (EMI)
  • Content and Language Integrated Learning (CLIL)
  • Psycholinguistics
  • English for Academic Purposes (EAP)
  • L2 learning & teaching  
  • Multimodality & Discourse studies
  • Special Educational Needs  
  • L1 acquisition
  • founder & leader of the English-medium Education Research Group (EMERGE) https://emerge.uw.edu.pl/ 
  • co-leader of the Content Educator SIG (CESIG) https://www.iclhe.org/rgs-sigs

Selected publications

Books:

Walenta, M. (2019) Form-function mapping in content-based language teaching. A study of interlanguage restructuring. Springer International. doi.org/10.1007/978-3-030-04699-6

 

Articles:

Walenta, M. (2025). Introducing Content-Based Structured Input to English-Medium Instruction: Evidence from Verb Pattern Acquisition in a Disciplinary Course for University Students in Poland. Languages, 10(10), 253. https://doi.org/10.3390/languages10100253

 

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, 1(aop), 1-24.

 

Gozdawa-Gołębiowski, R., Foryś-Nogala, M., Walenta, M. (2024): Investigating Polish EHE teachers’ practices and beliefs. A survey-based analysis. In Journal of English for Academic Purposes 68, p. 101354. doi:10.1016/j.jeap.2024.101354. https://doi.org/10.1016/j.jeap.2024.101354 

 

Walenta, M. (2018). Balancing linguistic and extra-linguistic gains in CLIL: A case for content-based structured input. International Journal of Bilingual Education and Bilingualism, 21(5), 578-590. doi:10.1080/13670050.2018.1482257. https://www.tandfonline.com/eprint/qm9qBjGSjJbdrpWxHFfu/full

 

Book chapters:

Walenta, M. (2016). Reconciling SLA theories with classroom practice. Designing a principled eclectic bridge. In: M. Pawlak (Ed.), Classroom-oriented research: Reconciling theory and practice. (pp. 243-259). Heidelberg - New York: Springer. doi: 10.1007/978-3-319-30373-4_16

 

Walenta, M. (2016). Interlanguage stretching. Processing form through meaningful input. In: M. Wysocka, D. Gałajda, A. Kijak i P. Zakrajewski (Red.), Young Scholars on Theoretical and Applied Linguistics: research projects. (pp. 171-189). Sosnowiec: Oficyna Wyższej Szkoły Humanitas. ISBN: 978-83-65682-42-0

Older publications can be found on the complete list in PBN

Conferences

Conferences

M. Walenta. (2025, March). Navigating EMI micro-landscape: Linguistic, socio-cultural, and disciplinary
influences on perceived student satisfaction. AAAL 2025, Denver, Colorado, USA.

 

M. Walenta. (2025, May). Advancing EMI through inclusive practices: Polish university students' perceptions. TESOL 2025, Long Beach, CA, USA. 



M. Walenta. (2024, August). The potential and challenge of English-medium university courses in Poland:
Student perspectives. AILA 2024: Kuala Lumpur, Malaysia. 

 

M. Walenta. (2024, May). Enhancing inclusivity and diversity in English-medium instruction programs. Case study of a Polish university. DIELE 2024: Tokyo, Japan. 

 

M. Walenta, J. Nijakowska, A. Kałdonek-Crnjaković (2024, May). Enhancing Inclusivity and Diversity in English Medium Instruction Programs. Case study of a Polish university. Paper presented at the International Conference “DIVERSITY AND INCLUSIVITY IN ENGLISH LANGUAGE EDUCATION”, Tokio, Japan: Soka University.

 

M. Walenta. (2023, June). Where is the language teacher? Revisiting the principles of content and language integration in higher education English-medium instruction (EMI) programs – The case a Polish university. Paper presented at the International Conference “CLIL 2023 Sustainability, Pedagogy and Social Justice”, Sheffield: Sheffield Hallam University.

 

M. Walenta. (2022, July). English-medium university science courses – the potential and the challenge: Case study of the Faculty of Architecture at the Warsaw University of Technology in Poland.Paper presented at the International Conference “World CLIL 2022. Sharing Classrooms, Sharing Worlds”, the Hague: Universiteit Leiden.

 

M. Walenta. (2015, May). To speak or not to speak? The role of output and input based practice in enhancing learners’ accuracy during production tasks.Paper presented at the Fourth International Conference “Speaking in a foreign language: Enhancing the quality of classroom interaction”, Konin: State Univeristy of Applied Sciences and Adam Mickiewicz University.

 

M. Walenta. (2014, August). When content gets in the way: researching CLIL learners’ processing strategies. Paper presented at the International Conference “ThinkCLIL2014”, Venice: Ca’ Foscari University of Venice.

 

M. Walenta. (2013, September). When linguistic theories stumble over classroom needs. Exploring the theory/practice interface in the context of designing form-focused activities for adults. Paper presented at the International Conference:“Classroom-oriented research: reconciling theory and practice”, Konin: State Univeristy of Applied Sciences and Adam Mickiewicz University.

 

M. Walenta. (2013, March).Adult Interlanguage – beyond the Probable. Paper presented at the Conference “1st Silesian meeting of young scholars”, Szczyrk: University of Silesia.  

Other

Research projects:

December 2025-present – principal investigator in National Science Center (NCN) Miniatura grant The effect of language (L1 vs. L2) on multimodal content processing by English-medium architecture students: an eye-tracking comparison across Anglophone and non-Anglophone contexts (2025/09/X/HS2/01185).

 

January 2025-present – principal investigator in 4EU+ European University Alliance project Facilitating English-medium Education Discourse Through Accessible Corpus- based Tools (FEED-ACT). https://4euplus.eu/4EU-1117.html; partners – University of Copenhagen (Denmark), University of Milan (Italy), Heidelberg University (Germany); associate partner - Warsaw University of Technology (Poland).

 

2020-2023 – principal investigator for Warsaw University of Technology (partner institution): https://www.sjo.pw.edu.pl/projekt-te-con3/ in ERASMUS+ project Teaching English as a Content Subject at the Tertiary Level – a Modular Approach (KA203 Strategic Partnerships for higher education; 2020-1-PL01-KA203-081894) carried out by University of Warsaw (principal investigator); partners – Warsaw University of Technology, Łukasiewicz Research Network(Radom), Tallinn University (Estonia), Humboldt University (Germany), Algarve University (Portugal), University of Pitesti (Romania).