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Publications

  • Kałdonek-Crnjaković, A. (forthcoming).In Oxford Bibliographies in Linguistics. Ed. Mark Aronoff. New York: Oxford University Press
  • Theoretical considerations for the well-being of Chinese international students in the context of dyslexia and ADHD (forthcoming) (Agnieszka Kałdonek-Crnjaković, Tanja Angelovska)
  • Dyslexia in the language in applied linguistics: More ableism- or neurodiversity-like? (forthcoming) (Agnieszka Kałdonek-Crnjaković, Zuzanna Mrozicka)
  • Pre-service English as a Foreign Language teachers and students with Special Educational Needs: Self-perceived knowledge, skills, efficacy, beliefs, and emotions (forthcoming) (Agnieszka Kałdonek-Crnjaković)
  • Language teachers’ emotions when working with students that exhibit ADHD-type behaviours (forthcoming) (Agnieszka Kałdonek-Crnjaković)
  • 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. (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. & 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/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. https://doi.org/10.22210/govor.2018.35.12
  • 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.