Aleksandra Olszewska

For mer informasjon, se min engelske side.


Olszewska, A., Coady, M., & Markowska-Manista, U. (in press, forthcoming in 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: Theory and Practice across the Region. Springer.

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

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. 

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

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 Journal2(124), 187-191.

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 Multilingualism15(4), 472-474.

  • 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. I McCallum, Lee (Red.), English Language Teaching Policy and Practice across the European Union. Springer Link. ISSN 978-981-19-2152-0. s. 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.

Se alle arbeider i 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.

Se alle arbeider i Cristin

Publisert 9. apr. 2021 12:19 - Sist endret 8. mars 2022 17:13