Aleksandra Olszewska

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 Education. https://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.

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• 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. Show summary

  The notion of refugee is a multidimensional entity, consisting of legal, administrative, political, historical, and social dimensions (Voutira & Doná, 2007). While legal terms matter as being granted refugee status “can often mean the difference between life and death for asylum claimants” (Wooley, 2017, p. 379), classifying people as refugees is an oppressive act of naming as it becomes a tool of people’s categorization (Paris, 2019). The purpose of this paper is to propose and discuss a model called Refugee-background Students’ Response to Refugee Term (RRR), which attempts to unpack and problematize the legal construct of refugee. This qualitative study was conducted with four Chechen refugee-background students (RBSs) in Poland. Inspired by previous participatory and arts-based research studies (e.g., Busch, 2010; Prasad, 2013), the data sources encompassed interviews as well as language self-portraits, I Am From poems, and handprints created by the participants which provided a multimodal, multilingual, and democratic platform for their voices. Framed by RefugeeCrit, counter-storytelling, and humanizing research (Delgado, 1989; Fine, 2017; Paris, 2011; Solórzano & Yosso, 2002; Strekalova-Hughes et al., 2018), participants’ responses were shaped by majoritarian stories and counter-stories told about and by refugees. The study’s findings have shown that RBSs enact an array of reactions to the term refugee as they navigate their realities. Specifically, RBSs’ responses to the refugee notion included the following positionalities: being unaware, unquestioned internalization, neutral positionality, acceptance, and positive approach. The RRR framework illustrates the complicated nature of the refugee construct and may be applied as a tool to voice and discuss refugees’ own perspective related to the refugee notion.

• Olszewska, Aleksandra Ita; Schulte, Leonie; Omar, Laila; Nichols, Briana; Opsahl, Toril & Khan, Kamran (2022). Panel - Language and the temporalities of migration. Show summary

  The proposed panel addresses the ways in which language and time are not only mutually constitutive, but also critical and as-yet underresearched dimensions of migration and displacement. We examine how contact with dominant sociocultural and linguistic frameworks influence the temporal and spatial trajectories of persons experiencing (forced) migration. Processes of migration, displacement and ‘reception’, as well as interactions with institutions and institutional actors each draw on, and are shaped by, valuations, perceptions and relationships with language and time. Analysing the dynamic intersections of linguistic and temporal frameworks is therefore critical to understanding how people in contexts of migration and spaces of arrival/reception make sense of and navigate related processes of belonging, integration and future-making. As such, the proposed panel explores the multiplex ways in which language and temporal (im)mobility interact within contexts of migration and displacement and across various actors from policy makers, researchers, service providers and local community members, to the individuals living through migration and displacement. The panel combines insights from education studies, linguistic anthropology, sociology and migration studies, and case studies ranging from the experiences of Syrian refugees in Canada and Germany, displaced Chechen youngsters in Poland, and internally displaced indigenous youth in Guatemala. Through the diversity of disciplinary approaches and geographical foci, together, the contributions illuminate how access to sociocultural and linguistic resources engender new forms of mobility and agency, and demonstrate how state policies intervene with migrant (im)mobilities, impacting affective relationships to the past, present and future.

• 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.

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