Aleksandra Olszewska

Postdoctoral Fellow
Image of Aleksandra Olszewska
Norwegian version of this page
Available hours By appointment
Username
Visiting address Henrik Wergelands hus Niels Henrik Abels vei 36 0313 Oslo Norway
Postal address PO Box 1102 Blindern 0317 Oslo Norway

Curriculum Vitae

Academic interests

justice; migration; narratives; identities; multilingual education; humanizing research methods; teacher education for refugee- and immigrant-background students; socially just pedagogies; language ideologies

Educational background

  • 2020. Ph.D. Curriculum and Instruction, ESOL/ Bilingual Education, School of Teaching and Learning, College of Education, University of Florida, USA

    Dissertation (August 2020): Counter-stories from Poland: Identities and language identities of adolescent refugee-background students 

  • 2013. M.A. Applied Linguistics, Institute of Applied Linguistics, University of Warsaw, Poland
  • 2013. Postgraduate Studies, Latin America in the Modern WorldCenter for Latin American Studies (CESLA), University of Warsaw, Poland
  • 2012. Postgraduate Studies, Cultural Diplomacy, Collegium Civitas, Warsaw, Poland
  • 2012. Erasmus Student Exchange, École de Traduction et Interprétation ISTI – Cooremans, Université libre de Bruxelles, Belgium
  • 2011. Bilateral Exchange Program (University of Warsaw award), Northeastern Illinois University, Chicago, USA
  • 2010. B.A. Applied Linguistics, Institute of Applied Linguistics, University of Warsaw, Poland

Academic positions held

  • Visiting Researcher, Georgetown University, Washington D.C., USA

  • Postdoctoral Research Fellow, MultiLing, University Of Oslo, Norway

  • Research Assistant, in Project STELLAR (Supporting Teachers of English Language Learners Across Rural Settings) funded by US Department of Education, Office of English Language Acquisition (OELA), Washington, DC. (P.I.: Maria R. Coady, Ph.D.), University of Florida, Gainesville, FL, USA

  • Research Assistant, Irving and Rose Fien Endowed Professorship (P.I.: Maria R. Coady, Ph.D.), University of Florida, Gainesville, FL, USA

  • Teaching Assistant, University of Florida, Gainesville, FL, USA

University courses taught

  • NOAS 4102 Second Language Learning from a Socio-cognitive and Sociocultural Perspective/ Andrespråkslæring i et sosio-kognitivt og sosiokulturelt perspektiv (Spring 2022), University of Oslo, Norway
  • CM3 - Research Methods in Education (Humanizing research methodology) (Fall 2019), University of Warsaw, Poland
  • TSL 4100 ESOL Curriculum, Methods & Assessment (Spring 2018), School of Teaching and Learning, University of Florida, USA
  • TSL 4324 ESOL Strategies for the Content Area Teacher (Fall 2017), School of Teaching and Learning, University of Florida, USA

Selected awards

  • Fulbright Graduate Student Award
  • Delta Kappa Gamma Society International: World Fellowship, USA
  • Finalist of the American Educational Research Association (AERA) Second Language Research (SLR) Special Interest Group Outstanding Dissertation Award (2021&2022), USA
  • Finalist of the American Educational Research Association (AERA) Arts-Based Educational Research (ABER) Special Interest Group Outstanding Dissertation Award (2022), USA
  • Early Career Scholar Speaker Award, International Symposium on Bilingualism ISB 13 (2021), University of Warsaw, Poland

Selected scientific events

Tags: Multilingualism, Justice, Migration, Refugee-background students, Identity, Policies, Multilingual practices, Narratives, Humanizing research, Teacher education, Critical pedagogy

Publications

Olszewska, A., Coady, M., & Markowska-Manista, U. (2022). Language planning, linguistic imperialism, and English language teacher education in post-Soviet Poland: A review of literature. In L. McCallum (Ed.), English Language Teaching: Policy and Practice across the European Union. Springer. https://link.springer.com/chapter/10.1007/978-981-19-2152-0_4

Golombek, P., Olszewska, A., & Coady, M. R. (2022). Humanizing power of counter-stories: Teachers’ understandings of emerging bilinguals in rural settings. Teaching and Teacher Educationhttps://doi.org/10.1016/j.tate.2022.103655

Olszewska, A., Bondy, E., Hagler, N., & Kim, H. J. (2021). A humanizing pedagogy of engagement: beliefs and practices of award-winning instructors at a U.S. university. Teaching in Higher Education: Critical Perspectives. https://doi.org/10.1080/13562517.2021.1920575 

Coady, M. R., Miller, D., Zeyuan, J., Heffington, D. V., Lopez, M. P. S., Olszewska, A., De Jong, E., & Ankeny, R. (2019). Can English language learner teacher effectiveness be observed?: Validation of an ELL-Modified Danielson Group Model. TESOL Quarterly. https://doi.org/10.1002/tesq.544

Coady, M. R., Heffington, D. V., Lopez, M. P. S., & Olszewska, A. (2019). Can a short term study abroad impact teacher dispositions towards English learners? Special topics issue. S. Yang & B. Ates (Eds). International Journal of TESOL and Learning, 8(2), 51-70. 

Coady, M. R., & Olszewska, A. (2019). A review of Teacher leadership for social change in bilingual and bicultural education, by D. K. Palmer, Bristol, UK: Multilingual Matters. Kultura i Edukacja Journal, 2(124), 187-191. https://doi.org/10.15804/kie.2019.02.12

Coady, M. R., Olszewska, A., & Lopez, M. P. S. (2018). Scholarly contributions to twenty-first century multilingualism. A review of Shifting lenses: Multilanguaging, decolonisation and education in the global south, edited by L. Makalela, Cape Town, The Center for Advanced Studies. International Journal of Multilingualism, 15(4), 472-474. https://doi.org/10.1080/14790718.2018.1490743

  • Olszewska, Aleksandra Ita; Coady, Maria & Markowska-Manista, Urszula (2022). Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review. In McCallum, Lee (Eds.), English Language Teaching Policy and Practice across the European Union. Springer Link. ISSN 978-981-19-2152-0. p. 51–67. doi: 10.1007/978-981-19-2152-0_4.
  • Golombek, Paula; Olszewska, Aleksandra & Coady, Maria (2022). Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 113. doi: 10.1016/j.tate.2022.103655.

View all works in Cristin

  • Olszewska, Aleksandra Ita & Coady, Maria (2022). Radical multilingual spaces of hope for refugee-background students in Poland: Transformative language policies and practices.
  • Olszewska, Aleksandra Ita (2022). “JustWork”: In pursuit of linguistic justice in the workplace for Polish migrants to Norway .
  • Olszewska, Aleksandra Ita (2022). Multilingual identities of immigrant-background students: Polyphonic counter-stories in self-portraits and poems at the intersection of cultures and languages. .
  • Olszewska, Aleksandra Ita (2022). “They say that we are refugees… so we are them”: Refugee-background students’ reaction to the refugee term.
  • Olszewska, Aleksandra Ita; Schulte, Leonie; Omar, Laila; Nichols, Briana; Opsahl, Toril & Khan, Kamran (2022). Panel - Language and the temporalities of migration.
  • Coady, Maria; Olszewska, Aleksandra; Marichal, Nidza & Ankeny, Raisa (2021). “It's like fuel”: Rural educator collaboration for English learners. .
  • Coady, Maria & Olszewska, Aleksandra (2021). Exemplary leaders of multilingual students: A cross national study. .
  • Olszewska, Aleksandra (2021). Getting there: The life and work of a graduate student.
  • Olszewska, Aleksandra (2021). “I am from Islam and K-pop”: Refugee-background students’ identities and language identities in becoming.
  • Olszewska, Aleksandra (2021). Let’s call the whole thing off?
  • Olszewska, Aleksandra (2021). Multilingual policies and practices with immigrant and refugee-background students: School at crossroads in Poland. .
  • Olszewska, Aleksandra (2021). Multilingual spaces of possibilities and becoming: Refugee background students in Poland.
  • Olszewska, Aleksandra (2021). Counter-stories from multilingual Chechen youth: Refugee- background students’ identities and language identities in becoming.
  • Olszewska, Aleksandra (2021). Multilingual identities in refugee-background students’ voices. Counter-stories from Poland.
  • Olszewska, Aleksandra (2021). “I know seven languages”: Refugee-background youth’s counter stories for social justice.

View all works in Cristin

Published Apr. 9, 2021 12:28 PM - Last modified Aug. 26, 2022 2:26 PM

Projects

Research groups