dr Agnieszka Kałdonek-Crnjaković

Zakład Językoznawstwa Stosowanego i Przekładoznawstwa

adiunkt

Pokój numer: 3.411

email: a.kaldonek2@uw.edu.pl

Profil academia.edu

Profil researchgate

  Dyżur: Urlop naukowy 1/10/24-30/09/25
dr Agnieszka Kałdonek-Crnjaković

Przebieg kariery

doktor nauk humanistycznych i filologicznych, Uniwersytet w Zagrzebiu, Chorwacja (2013)

studia doktoranckie z zakresu glottodydaktyki, Wydział Filologiczny, Uniwersytet w Zagrzebiu, Chorwacja (2008-2013)

 

studia magisterskie w zakresie stosunków międzynarodowych, Wydział Dziennikarstwa i Nauk Politycznych, Instytut Stosunków Międzynarodowych, Uniwersytet Warszawski (2003)

studia pierwszego stopnia w zakresie nauczania języka angielskiego jako obcego, Centrum Kształcenia Nauczycieli Języków Obcych i Edukacji Europejskiej Uniwersytetu Warszawskiego (2005)

studia prawnicze, LLB, BPP University, Londyn, Wielka Brytania (2016)

studia podyplomowe w zakresie nauczania i diagnozy dzieci ze specyficznymi trudnościami w uczeniu się, Diploma Level 5 and 7 OCR, Londyn, Wielka Brytania, członek PATOSS UK (the professional association of teachers of students with specific learning difficulties) (2017)

 

 

Zainteresowania

  • Specjalne potrzeby edukacyjne – dydaktyka w kontekście języka angielskiego jako obcego i drugiego
  • Strategie uczenia się w języku obcym i drugim – strategie czytania i pisania, nauczanie strategii
  • Zróżnicowane podejście w kontekście nauczania języka angielskiego obcego i drugiego
  • Emocje w nauczaniu języków
  • Nauczanie języka angielskiego prawniczego

Obecne projekty:

  • The effect of ADHD on English language skills development and emotions experienced when teaching students who exhibit ADHD-type behaviours (Teacher perspective)
  • Emotions of pre- and in-service English language teachers and students who exhibit ADHD-type behaviours (with Asli Lidice Göktürk Saglam, University of South Easter Norway, Elisa Díaz Prada, University of Seville, Mutsumi Iijima, University of Gunma, Nataliia Scherba, Zhytomyr Ivan Franko State University, Zrinka Fišer, University of Slavonski Brod)
  • Investigating language listening strategies with the use of eyetracking (with Agnieszka Błaszczak, University of Warsaw and Elisa Diaz Prada, University of Seville)
  • Autoethnography study - ADHD and language learning (with Kelly Citrin, St Andrew's University, UK)
  • Is ADHD my friend or foe in foreign language learning? Voices of multilingual individuals with ADHD (with Agnieszka Błaszczak, University of Warsaw)
  • Diverse motivational factors for learning additional languages by individuals with ADHD: Implications for inclusive classroom practices (with Agnieszka Błaszczak, University of Warsaw)
  • Raising accessibility, diversity, and inclusivity in tertiary education via 3D teaching and learning aids (more information https://4euplus.eu/4EU-714.html)
  • The effects of (in)attention and (hyper)activity on conversation abilities by multilingual individuals in Austria and Poland (with Tanja Angelovska, University of Salzburg) 
  • Enhancing Inclusivity and Diversity in English Medium Instruction (EMI) Programs: Case Study of the Faculty of Architecture at the Warsaw University of Technology in Poland (with Magdalena Walenta, Joanna Nijakowska, University of Warsaw)
  • Social-emotional learning as a tool to promote inclusiveness and diversity in language education: The case of pre-service teachers at the University of Warsaw (with Anna Jaroszewska, Agnieszka Błaszczaka, Małgorzata Molska, Patrycja Stasiak, Univeristy of Warsaw)

Wybrane publikacje

  • Theoretical considerations for the well-being of Chinese international students in the context of dyslexia and ADHD  (forthcoming)
  • Voices Merged in Crisis: Exploring the Multilingual Realities of Polish Hosts and Ukrainian Refugees (forthcoming)
  • Listening comprehension strategies of English language learners with ADHD (forthcoming)
  • Dyslexia in the language in applied linguistics: More ableism- or neurodiversity-like? (forthcoming)
  • SEL competencies, emotions, and willingness to promote SEL: The case of English pre-service teachers at the University of Warsaw (forthcoming)
  • Pre-service English as a Foreign Language teachers and students with Special Educational Needs: Self-perceived knowledge, skills, efficacy, beliefs, and emotions (forthcoming)
  • Language teachers’ emotions when working with students that exhibit ADHD-type behaviours (forthcoming). 
  • 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. Bristol: Multilingual Matters

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

  • 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. Neofilolog, (62/2), 444–460. https://doi.org/10.14746/n.2024.62.2.7
  • Angelovska, T. &  Kałdonek-Crnjaković, A. (2024). Attention deficit hyperactivity disorder in second and additional language learning and teaching. TESOL Encyclopedia of English Language Teaching
  • 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
  • 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. Advanced online publication. https://doi.org/10.1002/tesj.725
  • Kałdonek-Crnjaković, A. (forthcoming). Specific learning difficulties and second language acquisition. Oxford Bibliographies in Linguistics. Oxford University Press. 
  • 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
  • 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/
  • 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. 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/
  • 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.
  • 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. 
  • 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.
  • 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
  • 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
  • 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. 
  • Kałdonek-Crnjaković, A. & Fišer, Z. (2021) Disleksija na nastavi engleskoga kao stranog jezika. Zagreb: Alfa Publishing.
  • Kałdonek-Crnjaković, A. (2020). Teaching an FL to students with ADHD. Govor, 37(2), 205-221. https://doi.org/https://doi.org/10.22210/govor.2020.37.10
  • 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). Warszawa: Wydawnictwo Naukowe Semper.  
  • 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.
  • 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.
  • Kałdonek-Crnjaković, A. (2018). The cognitive effects of ADHD on learning an additional language. Govor, 35(2), 215-227. doi:10.22210/govor.2018.35.12    
  • 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.  doi: 10.1111/ijal.12216
  • 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.
  • 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). Zagreb: FF Press.
  • Kałdonek-Crnjaković, A. (2015). Age effect on spelling development in dyslexic Croatian English as a foreign language (EFL) learners. Govor, 32(2), 99-129.

Publikacje w przygotowaniu:

  • Experiences of Ukrainian refugee students, their parents/care-takers, and educational institutions in Poland: Communicating in the multilingual setting
  • Language teachers and their emotions when working with students that exhibit ADHD-type behaviours
  • EFL teachers' emotion labour when teaching students that exhibit ADHD-type behaviours
  • Teaching students with ADHD-type behaviours: The effect of teacher training on language teacher emotions and feelings
  • Language listening strategies: A process-tracing approach 

Starsze publikacje znajdują się na pełnej liście PBN

Wystąpienia

Wystąpienia

Wykłady gościnne:

  • 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?

Konferencje: 

•  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 in
Young Learners: The Role of Auditory Alertness, Mental Transformation, and Previous EFL
Exposure. EUROSLA33, 3-6July, 2024, Montpellier, France

• 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

 

Inne

  • ORCID: 0000-0003-4372-567
  • Koordynator wydziałowej grupy badawczej - Neuroróżnorodność w Edukacji Językowej (Neurodiversity in Language Education) 
  • dotacja na realizację „mikrograntu” - udział w międzynarodowej konferencji w Japonii (października 2019)
  • dotacja na realizację „mikrograntu” - udział w międzynarodowej konferencji w Stanach Zjednoczonych (kwiecień 2022)
  • stypendium na wyjazd w ramach programu Erasmus+ Mobility na Uniwersytet w Huelvie, Hiszpania, marzec 2020
  • stypendium na wyjazd w ramach programu Erasmus+ Mobility programme na Uniwersytet w Czarnogórze, październik 2021
  • stypendium na wyjazd w ramach programu Erasmus+ Mobility programme na Uniwersytet w Jordanii, maj 2022
  • stypendium na wyjazd w ramach programu Erasmus+ Mobility programme (STT; szkolenie z używania eye-trakera) - Uniwersytet w Sewilli, czerwiec 2022
  • członek kolegium redakcyjnego w czasopiśmie Psychology of Language and Communication https://sciendo.com/journal/plc
  • udział w projekcie SCALED - Supporting Content and Language Learning Across Diversity (grant EEA; UW-OsloMet) https://scaled.uw.edu.pl/ (maj 2022-czerwiec 2023)
  • dotacja na realizację „mikrograntu” - udział w międzynarodowej konferencji w Nowej Zelandii i Tajlandii (listopad-grudzień 2022)
  • 4EU+ 3MultiAccess (project leader) https://4euplus.eu/4EU-714.html
  • NAWA Wspólne projekty badawcze pomiędzy Polską a Austrią (project leader): Wpływ (nie)uwagi i (nad)aktywności na zdolności konwersacyjne osób wielojęzycznych w Austrii i Polsce 
  • Microgrant - partnership with University College London, UK (Jan 2023)
  • Microgrant - partnership with Monash University, Australia (Nov 2023)