justice; migration; narratives; identities; multilingual education; humanizing research methods; teacher education for refugee- and immigrant-background students; socially just pedagogies; language ideologies
- 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 World, Center 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
- 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
Multilingual identities in refugee-background students’ voices. Counter-stories from Poland. (2021). Paper presented at “Language and Migration: Experience and Memory” Symposium, co-sponsored by Migration Lab of the Princeton Institute for International and Regional Studies, Princeton University and the Study Group for Language and the United Nation, USA
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.
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
Olszewska, Aleksandra Ita; Schulte, Leonie; Omar, Laila; Nichols, Briana; Opsahl, Toril & Khan, Kamran (2022). Panel - Language and the temporalities of migration. Show summary
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.