prof. ucz. dr hab. Joanna Nijakowska

  1. Strona główna   /  prof. ucz. dr hab. Joanna Nijakowska

 

 

 

 

 

 

prof. ucz. dr hab. Joanna Nijakowska

e-mail: j.nijakowska@uw.edu.pl

 

Research interests:
  • psycholinguistics
  • foreign language teacher training
  • methodology of teaching foreign languages
  • second language acquisition
  • inclusive education
  • special educational needs
  • specific learning difficulties
Educational background, degrees:
  • 2012 – Habilitation (a post-doctoral degree) in linguistics, University of Łódź, Poland
  • 2004 – PhD in linguistics, University of Łódź, Poland
  • 1997 – MA in the methodology of teaching English as a foreign language, University of Łódź, Poland
Professional experience:
  • 2013 – present – Associate Professor, Centre for Foreign Language Teacher Training and European Education, University of Warsaw, Poland (Centrum Kształcenia Nauczycieli Języków Obcych i Edukacji Europejskiej, Ośrodek Kształcenia Nauczycieli Języka Angielskiego)
  • 2011 – 2013 – Assistant Professor, University College of English Language Teacher Education, University of Warsaw, Poland (Centrum Kształcenia Nauczycieli Języków Obcych i Edukacji Europejskiej, Uniwersyteckie Kolegium Kształcenia Nauczycieli Języka Angielskiego)
  • 2005 – 2008 – Senior Lecturer, University College of English Language Teacher Education, University of Warsaw, Poland (Centrum Kształcenia Nauczycieli Języków Obcych i Edukacji Europejskiej, Uniwersyteckie Kolegium Kształcenia Nauczycieli Języka Angielskiego)
  • 2012 – 2019 – Associate Professor, Department of Pragmatics, Institute of English, University of Łódź, Poland
  • 2010 – 2012 – Assistant Professor, Department of Pragmatics, Institute of English, University of Łódź, Poland
  • 2004 – 2010 – Assistant Professor, Department of Psycholinguistics and English Language Teaching, Institute of English, University of Łódź, Poland
  • 2005 – 2007 – Teacher trainer at Post-diploma Studies for Teachers of English, European Social Fund and University of Łódź, Poland (Studia Podyplomowe dla Nauczycieli Języka Angielskiego)
  • 2003 – 2007 – Teacher trainer at Teacher Training College, Opole, Poland (Nauczycielskie Kolegium Języków Obcych)
  • 2003 – 2005 – Teacher trainer at Post-diploma Studies for Teachers of English, Opole University, Poland (Podyplomowe Studia Doskonalące dla Nauczycieli Języka Angielskiego)
  • 2000 – 2002 – Teacher trainer at Post-diploma Studies for Teachers of English, University of Łódź, Poland (Studium Podyplomowe Kształcenia i Doskonalenia Nauczycieli Języka Angielskiego)
  • 2000 – present – Teacher trainer at courses and workshops for teachers of English (e.g., WOM, MODN, INSETT, OUP, DysTEFL, SCALED)
  • 1998 – 2005 – Senior lecturer at Foreign Languages Centre (Studium Języków Obcych), Opole University, Poland
  • 1996 – 1998 – Teacher of English, VII Liceum Ogólnokształcące, Opole, Poland
  • 1994 – 1996 – Teacher of English, I Liceum Ogólnokształcące, Opole, Poland
Functions:
  • 2020 – 2024 – Member of the Council of the Scientific Discipline of Linguistics, University of Warsaw
  • 2019 – 2020 – Member of the Council of the Scientific Discipline of Linguistics, University of Warsaw
  • 2020 – present – Deputy Chairman of the Didactic Council, Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2019 – present – Member of the Didactic Council, Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2013 – present – Member of the Council of the Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2024 – present – Chair of the Director’s Committee on the Ethics of Scientific Research with Human Participation, Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2024 – present – Member of the Director’s Committee for the Evaluation of Achievements for Promotion to the Professorial Position, Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2022 – present – Member of the Strategic Planning Consultative Team, Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2020 – present – Member of the Diploma Committee, Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2020 – 2022 – Member of the Didactic Research Team, Centre for Foreign Language Teacher Training and European Education, University of Warsaw
  • 2018 – 2020 – Expert in Horizon 2020 program
  • 2018 – present – Member of the Program Council of the Institute for Teacher Development m[ED]
  • 2013 – present – Member of the Editorial Review Board for SAGE Open Journal
  • 2018 – 2019 – Member of the Didactics Committee of the Institute of English, University of Łódź
  • 2018 – 2019 – BA Integrated skills co-ordinator, Institute of English, University of Łódź
  • 2013 – 2016 – MA Integrated skills co-ordinator, Institute of English, University of Łódź
  • 1999 – 2002 – University co-ordinator of TEMPUS Projects, Opole University
Awards:
  • 2023. University of Warsaw Rector’s Award for research, didactic and organizational achievements (Nagroda indywidualna III stopnia Rektora Uniwersytetu Warszawskiego).
  • 2023. University of Warsaw Rector’s Award for research achievement.
  • 2020. University of Warsaw Rector’s Award for academic achievements.
  • 2018 State Award – Silver Medal for Long Service (Odznaczenie państwowe – Medal Srebrny za Długoletnią Służbę).
  • 2017 Nomination for the EDUinspiracje 2017 award in School Education category for DysTEFL2 – Dyslexia for Teachers of English as a Foreign Language project.
  • 2016 University of Łodź Rector’s Award for didactic achievements.
  • 2016 Success story award for the DysTEFL project. DysTEFL – Dyslexia for Teachers of English as a Foreign Language project has been selected as a Success story by a panel of experts from the Directorate-General for Education and Culture of the European Commission. Success stories are finalized projects that have distinguished themselves by their impact, contribution to policymaking, innovative results and/or creative approach and can be a source of inspiration for others.
  • 2014 European Language Label 2014 award for DysTEFL – Dyslexia for Teachers of English as a Foreign Language project. The European Language Label is awarded to local, regional, and national projects that have found creative ways to improve the quality of language teaching, motivate students, make the best use of available resources to diversify the languages on offer, and other innovative initiatives.
  • 2014/05 ELTons Award in the category Excellence in Course Innovation for the DysTEFL – Dyslexia for Teachers of English as a Foreign Language teacher training course. The ELTons Innovation Awards are the international awards for innovation in English language teaching, learning and assessment.
  • 2011/10 University of Łodź Rector’s Award for research achievement in the year 2010.
  • 2004/10 University of Opole Rector’s Award for academic and didactic achievements in the academic year 2003/2004.
  • 1999/11 University of Opole Rector’s “Quality Award” for academic and didactic achievements in enhancing the quality of teaching at Opole University and accommodating the model of studies towards the European standards and accreditation procedures in the academic year 1998/1999.

 

Projects:
  • 2022-2023. SCALED – Supporting Content and Language Learning Across Diversity Project’s initiator and manager. A grant from Iceland, Lichtenstein and Norway through the EEA Grant – Component IV, Education Programme, Institutional cooperation for enhancement of quality and relevance of education at all levels and forms; grant number EOG/21/K4/W/0127W/0174.
  • 2015-2018 – work in the project C4C – CLIL for Children, Erasmus+ Grant, Key Action 2: Strategic Partnerships, project number: 2015-1-IT02-KA201-015017.
  • 2016. Grant awarded by the Polish Ministry of Science and Higher Education (MNiSW); agreement number 3493/ERASMUS+/15/2016/2. Grant awarded for the realization of the international co-financed project DysTEFL2 – Dyslexia for Teachers of English as a Foreign Language.
  • 2014-2016. DysTEFL2 – Dyslexia for Teachers of English as a Foreign Language Project’s initiator and manager. Erasmus+ Grant, Key Action 2: Strategic partnerships; Cooperation for innovation and the exchange of good practices, agreement number 2014-1-PL01-KA200-003578. Grant awarded for the realization of the international project with multiple beneficiaries, coordinated by the University of Łódź.
  • 2013. Grant awarded by the Polish Ministry of Science and Higher Education (MNiSW); agreement number 2841/LLP/2013/2. Grant awarded for the realization of the international co-financed project DysTEFL – Dyslexia for Teachers of English as a Foreign Language.
  • 2011-2013. DysTEFL – Dyslexia for Teachers of English as a Foreign Language Project’s initiator and manager. Grant awarded by the Lifelong Learning Programme, Comenius Multilateral Project, agreement number 2011-3631/001-001. Grant awarded for the realization of the international project with multiple beneficiaries, coordinated by the University of Łódź.
  • 2007-2009 – work in the Socrates/Minerva project: QuADEM – Quality Assessment of Digital Educational Materials. Project co-ordinator: Antwerp University; project partner: University of Łódź, Chair of Pragmatics.
  • 2013 – work in the state project realized by Institute of English, Łódź University: Studium podyplomowe dla nauczycieli języka angielskiego: awans dla anglisty [Postgraduate studies for teachers of English: promotion for teachers of English]. Co-financed from the European Social Fund within Sector Operations Program Human Resources Development 2007-2013.
  • 2011 – work in the state project realized by UMCS, Lublin: Przygotowanie i realizacja nowego programu praktyk pedagogicznych na Wydziale Humanistycznym UMCS [Designing and implementing new schema for pre-service teaching practice at Philological Faculty, UMCS]. Co-financed from the European Union funds within Sector Operations Program Human Resources Development 2007-2013, Priority III – High quality of the educational system, Activity 3.3 – Teaching quality improvement, Sub-activity 3.3.2 – Effective pre- and in-service teacher training.
  • 2005-2006 – work in the state project: Studia Podyplomowe dla Nauczycieli w zakresie ICT, języków obcych oraz drugiego przedmiotu – I edycja [Postgraduate studies for teachers on ICT, foreign languages and second subject – I edition], co-financed by European Social Fund and State Treasury within Sector Operations Program Human Resources Development. Warsaw University – project leader, University of Łódź – consortium member.
  • 2001 Towarzystwo Naukowe Warszawskie – conference grant (5th BDA International Conference – Dyslexia: At the Dawn of the New Century, University of York, York, Great Britain).

 

Erasmus Teaching Staff Mobility Grants:
  • 2020/04/20-26 Högskolen i Östfold, Halden, Norway.
  • 2019/04/15-19 University of Split (Sveučilište u Splitu), Split, Croatia.
  • 2017/11/22-29 Universidade da Madeira, Funchal, Madeira, Portugal.
  • 2015/12/29.11-05.12 University of Cyprus, Department of English Studies, Nicosia, Cyprus.
  • 2015/01/26-31 University of Cyprus, Department of English Studies, Nicosia, Cyprus.
  • 2014/05/5-10 Università degli Studi del Piemonte Orientale Amedeo Avogadro, Vercelli, Italy.
  • 2013/05/13-17 University of Sevilla, Sevilla, Spain.
  • 2012/04/23-28 Aristotle University of Thessaloniki, Thessaloniki, Greece.
  • 2011/03/6-11 University of Santiago de Compostela, Santiago de Compostela, Spain.
  • 2010/03/14-20 University of Balikesir, Balikesir, Turkey.
  • 2009/03/22-29 University of Vigo, Vigo, Spain.
  • 2008/26.04-03.05 University of Porto, Porto, Portugal.
  • 2007/03/25-31 Tampere University, Tampere, Finland.
  • 2006/04/23-29 Institute Libre Marie Haps, Brussels, Belgium.
Scientific internship (staż naukowy):
  • Academic year 2016/2017 – Department of English Studies, University of Cyprus, Cyprus.

 

Publications:

Books:
  • 2010. Nijakowska, J. Dyslexia in the Foreign Language Classroom. Bristol: Multilingual Matters.
  • 2007. Nijakowska, J. Understanding Developmental Dyslexia. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
(Co-)edited books:
  • 2010. Nijakowska, J. (ed.). Interdyscyplinarne studia nad świadomością i przetwarzaniem językowym [Interdisciplinary studies on language awareness and processing] Kraków: Tertium.
  • 2009. Nijakowska, J. (ed.). Język-poznanie-zachowanie: perspektywy i wyzwania w studiach nad przyswajaniem języka obcego [Language-cognition-behaviour: Perspectives and challenges in foreign language acquisition].  Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
  • 2007. Cap, P. and J. Nijakowska. (eds). Current Trends in Pragmatics. Newcastle: Cambridge Scholars Publishing.
  • 2007. Majer, J. and J. Nijakowska. (eds). Język-poznanie-zachowanie: Studia nad psycholingwistycznymi aspektami przyswajania języka [Language-cognition-behaviour: Psycholinguistic aspects of language acquisition]. Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
Articles and chapters:
  • 2024. Nijakowska, J. Specific learning difficulties in the TESOL classroom. In A. Cirocki, B. Indrarathne & S. McCulloch (Eds.), Educational Psychology for TESOL: A Guide for Practitioners. Springer.
  • 2024. Nijakowska, J. Increasing accessibility in language education – the SCALED project. Applied Linguistics Papers, 27(4).
  • 2024. Nijakowska, J., & Russak, S. EFL teacher preparedness to include learners with dyslexia: Israeli context. Theory and Practice of Second Language Acquisition.
  • 2024. Nijakowska, J., & Guz, E. Inclusion and accessibility in teacher education. Neofilolog, 62(1).
  • 2022. Nijakowska, J. Inkluzja: obecność, uczestnictwo, dostępność. JOwS, 4, 9–15.  DOI: 10.47050/jows.2022.4.9-15
  • 2022. Nijakowska, J. Inclusive teaching practices with dyslexics: Face-to-face training-induced changes in foreign language teachers’ self-efficacy beliefs, attitudes, and concerns. CEPS Journal, 12(4), 129–154. DOI: https://doi.org/10.26529/cepsj.1424
  • 2022. Nijakowska, J. Foreign language trainee teachers’ concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: training induced changes. Neofilolog, 58(2), 161–178. http://dx.doi.org/10.14746/n.2022.58.2.2
  • 2022. Nijakowska, J. Foreign language teacher training and preparedness to teach learners with dyslexia. In G. Cappelli & S. Noccetti (Eds.), A linguistic approach to the study of dyslexia (pp. 321–337). Multilingual Matters. https://www.multilingual-matters.com/page/detail/?K=9781800415966
  • 2020. Nijakowska, J., Tsagari, D., & Spanoudis, G. Validation of a questionnaire on EFL teacher preparedness to include dyslexic learners: A cross-country comparison. Studies in Second Language Learning and Teaching, 10(4), 779–805. https://doi.org/10.14746/ssllt.2020.10.4.6
  • 2020. Nijakowska, J. Dyslexia in the context of second language learning and teaching. Pragmalinguistica, 2, 257–271. https://doi.org/10.25267/Pragmalinguistica.2020.iextra2.15
  • 2019. Nijakowska, J. Foreign language teachers’ preparedness to cater for special educational needs of learners with dyslexia: A conceptual framework. European Journal of Special Needs Education, 34(2), 189–203. https://doi.org/10.1080/08856257.2019.1581401.
  • 2018. Nijakowska, J., Tsagari, D., & Spanoudis, G. EFL teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus and Poland. Dyslexia, 24(4), 357–379. https://doi.org/10.1002/dys.1598
  • 2017. Kormos, J. & Nijakowska, J. Inclusive practices in teaching students with dyslexia: Second language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course. Teaching and Teacher Education, 68, 30–41. https://doi.org/10.1016/j.tate.2017.08.005
  • 2016. Nijakowska, J. Developmental dyslexia. In J-O. Östman & J. Verschueren (Eds.), Handbook of Pragmatics, [HOP 20] (pp. 1–31). John Benjamins. Handbook of Pragmatics Online. DOI: 10.1075/hop.20.dev2
  • 2016. Nijakowska, J., & Kormos, J. Foreign language teacher training on dyslexia: DysTEFL resources. In L. Peer & G. Reid (Eds.), Multilingualism, literacy and dyslexia: Breaking down barriers for educators (pp. 104–114). Routledge. https://doi.org/10.4324/9781315708478
  • 2016. Nijakowska, J. Nauczyciel języka obcego wobec specyficznych trudności w uczeniu się. Języki Obce w Szkole, 4, 34–38.
  • 2016. Nijakowska, J. Grasping dyslexia: Bridging the gap between research and practice. Selected Papers on Theoretical and Applied Linguistics 21, 43–58. https://ejournals.lib.auth.gr/thal/issue/view/832
  • 2015. Nijakowska, J. Foreign language teachers’ professional training needs on inclusive practices and dyslexia: The DysTEFL2 project’s findings. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), ICERI2015 Proceedings (pp. 1775–1784), Seville: IATED Academy.  ISBN: 978-84-608-2657-6 / ISSN: 2340–1095.
  • 2015. Nijakowska, J. Foreign language teacher training on dyslexia: An award winning DysTEFL project and course. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), EDULEARN15 Proceedings (pp. 2537–2541). Barcelona: IATED Academy.  ISBN: 978-84-606-8243-1 / ISSN: 2340-1117.
  • 2015. Nijakowska, J. Foreign language teachers’ professional training needs on dyslexia: the DysTEFL project’s findings. In L. Gómez Chova, A. López Martínez & I. Candel Torres (Rds.), EDULEARN15 Proceedings (pp. 2598–2603). Barcelona: IATED Academy. ISBN: 978-84-606-8243-1 / ISSN: 2340-1117.
  • 2015. Nijakowska, J. Development of EFL teacher training materials: Lessons from co-ordinating a multilateral project. In E. Piechurska-Kuciel & M. Szyszka (Rds.), Ecosystems of the foreign language learner: Selected issues (pp. 135–151). Springer. DOI: 10.1007/978-3-319-14334-7_9
  • 2014. Nijakowska, J. Communicating solidarity with the reader – linguistic politeness strategies in EFL methodology textbooks. In M. Pawlak, J. Bielak & A. Mystkowska-Wiertelak (Eds.), Classroom-oriented Research. Achievements and Challenges (pp. 139–152). Springer. DOI: 10.1007/978-3-319-00188-3_9
  • 2014. Nijakowska, J. Dyslexia in the European EFL teacher training context. In M. Pawlak & L. Aronin (Eds.), Essential Topics in Applied Linguistics and Multilingualism. Studies in honor of David Singleton (pp. 129–154). Springer. DOI: 10.1007/978-3-319-01414-2_8
  • 2014. Nijakowska, J. Geniusz w oślej ławce – wyzwania edukacji włączającej. In P. Stalmaszczyk (Ed.), Poznawanie słowa 4. Wykłady inauguracyjne Wydziału Filologicznego UŁ wygłoszone w latach 2012/2013 i 2013/2014 (pp. 123–141). Primum Verbum.
  • 2013. Nijakowska. J. On-record politeness in trans-cultural writer-reader communication in academic discourse: A case of a reply to article. Lodz Papers in Pragmatics, 9(2), 227–246. DOI: 10.1515/lpp-2013-0013
  • 2013. Nijakowska, J. Multisensory Structured Learning (MSL) approach in teaching foreign languages to dyslexic learners. In D. Gabryś-Barker, E. Piechurska-Kuciel & J. Zybert (Eds.), Investigations in teaching and learning languages. Papers in honour of Professor Hanna Komorowska (pp. 201–215). Springer. DOI: 10.1007/978-3-319-00044-2_14
  • 2013. Nijakowska, J. Politeness in written academic discourse: A case of EFL methodology textbooks. In D. Gabryś-Barker & J. Bielska (Eds.), The Affective Dimension in Second Language Acquisition (pp. 177–193). Multilingual Matters.
  • 2012. Nijakowska, J. Book review – Clinical Pragmatics, by Louise Cummings, 2009, 305 pp., Cambridge University Press. Journal of Clinical Linguistics & Phonetics, 26 (6), 572–575.
  • 2012. Nijakowska, J. Individual differences in language learners with dyslexia. In M. Pawlak (Ed.), New Perspectives on Individual Differences in Language Learning and Teaching (pp. 349–362). Springer. DOI: 10.1007/978-3-642-20850-8_22
  • 2012. Nijakowska, J. Variability in educational accommodations in dyslexia: A case of a foreign language. In E. Piechurska-Kuciel & L. Piasecka (Eds.), Topics in Applied Linguistics: Stability and Variability, Vol. II (pp. 284–304). Cambridge Scholars Publishing.
  • 2011. Nijakowska, J. Multilingual/multicultural perspective on the identification of dyslexia. In J. Arabski & A. Wojtaszek (Eds.), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (pp. 95-106). Springer. DOI: 10.1007/978-3-642-20201-8_8
  • 2011. Nijakowska, J. Język obcy dla ucznia z dysleksją [Foreign language for a dyslexic student]. In H. Komorowska (Ed.), Nauka języka obcego w perspektywie ucznia [Foreign language learning from a student’s perspective] (pp. 312–331). Oficyna Wydawnicza Łośgraf – Wydawnictwa Akademickie i Profesjonalne.
  • 2010. Nijakowska, J. Becoming literate. In B. Lewandowska-Tomaszczyk (Ed.), New ways to Language (pp. 335–349). Wydawnictwo Uniwersytetu Łódzkiego.
  • 2009. Nijakowska, J. On neuroanatomical substrates of dyslexia. With some implications for FL acquisition. In J. Arabski & A. Wojtaszek (Eds.), Neurolinguistic Perspectives on Language Acquisition and Learning (pp. 30–43). Multilingual Matters.
  • 2009. Nijakowska, J. Orthographic depth and psycholinguistic grain size: An attempt to explain differences in reading accuracy and speed across languages. In M. Dynel (Ed.), Advances in Discourse Approaches (pp. 340–364). Cambridge Scholars Publishing.
  • 2009. Nijakowska, J. Hipoteza różnic w kodowaniu językowym – próba wyjaśnienia trudności w uczeniu się języków obcych [Linguistic Coding Differences Hypothesis: An attempt to explain difficulties in foreign language learning]. In M. Pawlak, M. Derenowski & B. Wolski (Eds.), Problemy współczesnej dydaktyki języków obcych [Issues in contemporary didactics of foreign languages] (pp. 41–53). Adam Mickiewicz University Press.
  • 2009. Nijakowska, J. Individual differences among dyslexic foreign language learners. In M. Pawlak (Ed.), New perspectives on individual differences in language learning and teaching (Special issue of Studies in Pedagogy and Fine Arts Vol. 8) (pp. 349–362). Adam Mickiewicz University Press.
  • 2008. Nijakowska, J. An experiment with direct multisensory instruction in teaching word reading and spelling to Polish dyslexic learners of English. In J. Kormos & E. H. Kontra (Eds.), Language Learners with Special Needs. An International Perspective (pp. 130–157). Multilingual Matters.
  • 2007. Nijakowska, J. Dysleksja rozwojowa a przyswajanie języka obcego – wielozmysłowo czyli efektywnie [Developmental dyslexia and foreign language acquisition – multisensory equals effective]. In J. Majer & J. Nijakowska (Eds.), Język-poznanie-zachowanie: Studia nad psycholingwistycznymi aspektami przyswajania języka [Language-cognition-behaviour: Psycholinguistic aspects of language acquisition] (pp. 229–247). Wydawnictwo Uniwersytetu Łódzkiego.
  • 2007. Nijakowska, J. Taming grammar. The Teacher, 8-9(51), 19–25.
  • 2007. Nijakowska, J. Linguistic Coding Differences Hypothesis (LCDH) – an attempt to explain difficulties encountered in learning foreign languages by dyslexic students. In P. Stalmaszczyk & I. Witczak-Plisiecka (Eds.), PASE Studies in Linguistics (pp. 191–201). Łódź: Wydawnictwo Uniwersytetu Łódzkiego.
  • 2007. Nijakowska, J. Perceptual-motor integration deficit in developmental dyslexia. In J. Arabski (Ed.), Challenging Tasks for Psycholinguistics in the New Century (pp. 211–220). Wydawnictwo Uniwersytetu Śląskiego.
  • 2006. Nijakowska, J. Perceptual-motor integration deficit in developmental dyslexia. In J. Arabski (Ed.), Challenging Tasks for Psycholinguistics in the New Century. Proceedings of the 7th Congress of the International Society of Applied Psycholinguistics. CD-Rom edition. Wydawnictwo Uniwersytetu Śląskiego.
  • 2006. Nijakowska, J. Causes of developmental dyslexia. In I. Witczak-Plisiecka (Ed.), Pedagogika tom V – Nauczanie języków obcych w perspektywie interdyscyplinarnej (pp. 137–150). Zeszyty Naukowe PWSZ w Płocku. Wydawnictwo Państwowej Wyższej Szkoły Zawodowej w Płocku.
  • 2006. Nijakowska, J. Why and how to teach phonological awareness? The Teacher, 11(43), 22–30.
  • 2006. Nijakowska, J. Dyslexics – poor spellers. The Teacher, 8-9(41), 26–28.
  • 2006. Nijakowska, J. Dyslexics – poor spellers. The Teacher, 6-7(40), 20–23.
  • 2006. Nijakowska, J. Dyslexics – poor spellers. The Teacher, 5(39), 24–30.
  • 2006. Nijakowska, J. Trudności uczniów z dysleksją rozwojową w uczeniu się języków obcych [Dyslexic students’ difficulties in foreign language learning]. Biuletyn Informacyjny Oddziału Warszawskiego Polskiego Towarzystwa Dysleksji, 31, 41–46.
  • 2005. Nijakowska, J. Przyczyny trudności uczniów z dysleksją w nauce języków obcych [Causes of difficulties in foreign language learning encountered by dyslexics]. In E. Jędrzejowska (Ed.), Dysleksja rozwojowa. Obszary trudności [Developmental dyslexia. Areas of difficulty] (pp. 68–77). Wyższa Szkoła Humanistyczno – Ekonomiczna w Brzegu.
  • 2005. Nijakowska. J., & Jurek, A. Dysleksja: od badań mózgu do praktyki [Dyslexia – from brain research to practice]. Języki Obce w Szkole, 1, 183–185.
  • 2004. Nijakowska, J. Nauczanie wybranych relacji głoska – litera w języku angielskim – materiały praktyczne [Teaching the selected grapheme-phoneme relationships in English – practical materials]. In M. Bogdanowicz & M. Smoleń (Eds.), Dysleksja w kontekście nauczania języków obcych [Dyslexia in the context of foreign language teaching] (pp. 168–201). Wydawnictwo Harmonia.
  • 2004. Nijakowska, J. Usprawnianie umiejętności odczytywania i zapisywania wyrazów w języku angielskim młodzieży z dysleksją rozwojową [Improving the ability to read and spell English words in dyslexic students]. In M. Bogdanowicz & M. Smoleń (Eds.), Dysleksja w kontekście nauczania języków obcych [Dyslexia in the foreign language teaching context] (pp. 144–155). Wydawnictwo Harmonia.
  • 2004. Nijakowska. J., & Jurek, A. Dysleksja: od badań mózgu do praktyki [Dyslexia – from brain research to practice]. Biuletyn Informacyjny Oddziału Warszawskiego Polskiego Towarzystwa Dysleksji, 29, 208–212.
  • 2004. Nijakowska, J. Nauczanie języków obcych uczniów z dysleksją rozwojową [Teaching foreign languages to dyslexic students]. Biuletyn Informacyjny Oddziału Warszawskiego Polskiego Towarzystwa Dysleksji, 29, 166–177.
  • 2004. Nijakowska, J. Efektywność autorskiego programu nauczania języka angielskiego usprawniającego umiejętność czytania i pisania na poziomie wyrazu u uczniów z dysleksją rozwojową [The effectiveness of the program for improving reading and spelling skills in dyslexic students]. Biuletyn Informacyjny Oddziału Warszawskiego Polskiego Towarzystwa Dysleksji, 28, 48.
  • 2004. Nijakowska, J. Teaching English as a foreign language to Polish dyslexic students, In M. Johnson (Ed.), The Dividends from Research to Policy and Practice. Proceedings of the 6th BDA International Conference. CD-Rom edition. Manchester Metropolitan University.
  • 2004. Nijakowska, J. & Jurek, A. Blok językowy dla wszystkich poziomów nauczania [Teaching foreign languages to different age groups]. In R. Rippel & A. Jurek (Ed.), Rzeczywistość a przyszłość edukacyjna ucznia z dysleksją. Modelowa opieka [Reality and educational future of dyslexic students. The system of help] (pp. 53–54). Miejski Ośrodek Doskonalenia Nauczycieli.
  • 2003. Nijakowska, J. Efektywność autorskiego programu nauczania języka angielskiego usprawniającego czytanie i pisanie uczniów z dysleksją rozwojową [The effectiveness of the program for improving reading and spelling skills in dyslexic students]. In E. Jędrzejowska (Ed.), Dysleksja rozwojowa – rozpoznanie problemu i praca z uczniem dysfunkcyjnym [Developmental dyslexia – diagnosis and therapy] (pp. 141–148). Andragog.
  • 2001. Nijakowska, J. Teaching English as a foreign language to a Polish dyslexic child – a case study. In M. Johnson (Ed.), Dyslexia: At the Dawn of the New Century. Proceedings of the 5th BDA International Conference. CD-Rom edition. Manchester Metropolitan University.
  • 2001. Nijakowska, J. Faulty patterns of lateralization of the body functions as a cause of problems in learning to read and write. Acta Universitatis Lodziensis. Folia Linguistica Anglica, 3, 129–150.
  • 2000. Nijakowska, J. Dyslexia – does it mean anything to a foreign language teacher? In L. Peer & G. Reid (Eds.), Multilingualism, Literacy and Dyslexia. A Challenge for Educators (pp. 248–257). David Fulton Publishers.
  • 1999. Nijakowska, J. AIXELSYD – DYSLEXIA – should a foreign language teacher be interested in it? NETWORK – a Journal for English Language Teacher Education, 2(1), 9–14.

 

Coursebooks:
  • Nijakowska, J., Tsagari, D., & Guz, E. (Eds.). SCALED Course – Increasing accessibility in language education. SCALED project.
  • Wieczorek, A.E., Szubko-Sitarek, W., Parr-Modrzejewska, A., Kurzejamska, M., Riley, K., Nijakowska, J. (Eds). Podręcznik dla nauczycieli CLIL w szkołach podstawowych. C4C CLIL for children. Instituto Politécnico de Castelo Branco, Konsorcjum międzynarodowego projektu edukacyjnego C4C CLIL for Children.
  • 2016. Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B, Kálmos, B, Imrene Sarkadi, A., Smith, A. M., Szymańska-Czaplak, E., Vojtkova, N., Alexiou, T., Košak Babuder, M., Mattheoudakis, M., Pižorn, K. DysTEFL2 – Dyslexia for Teachers of English as a Foreign Language. Łódź: Department of Pragmatics, University of Łódź.
  • 2015. Nijakowska, J., Kormos, J. Hanusowa, S., Jaroszewicz, B, Kálmos, B., Imrene Sarkadi, A., Smith, A. M., Szymańska-Czaplak, E., Vojtkova, N., Alexiou, T., Košak Babuder, M., Mattheoudakis, M., Pižorn, K.  DysTEFL2 – Dyslexia for teachers of English as a foreign language. Self-study online course.
  • 2013. Nijakowska, J., Kormos, J., Hanusova, S., Jaroszewicz, B, Kálmos, B, Imrene Sarkadi, A., Smith, A. M., Szymańska-Czaplak, E., Vojtkova, N. DysTEFL – Dyslexia for teachers of English as a foreign language. Self-study online and printed versions. Trainer’s Booklet. Trainee’s Booklet. CD-Rom. Cham, Germany: Druck+Verlag Ernst Vögel GmbH.
Conference organisation:
  • 2023.06.15-16 – Final SCALED Conference – Inclusion and accessibility in language education 2. University of Warsaw, Centre for Foreign Language Teacher Training and European Education, Warsaw, Poland.
  • 2022.12.1-2 – 1st SCALED Conference – Inclusion and accessibility in language education. Centre for Foreign Language Teacher Training and European Education, University of Warsaw, Warsaw, Poland.
  • 2018/06/09 C4C CLIL for Children, Department of Pragmatics, University of Łódź, Łódź, Poland.
  • 2016/06/25 DysTEFL2 – Dyslexia for Teachers of English as a Foreign Language, DysTEFL2 project. Department of Pragmatics, University of Łódź, Łódź, Poland.
  • 2015/04/12-14 7th Lodz Symposium New Developments in Linguistic Pragmatics (NDLP2015), Department of Pragmatics, University of Łódź, Łódź, Poland.
  • 2013/10/11 DysTEFL – Dyslexia for Teachers of English as a Foreign Language, DysTEFL project, Department of Pragmatics, University of Łódź, Łódź, Poland.
  • 2012/05/26-28 New Developments in Linguistic Pragmatics, Chair of Pragmatics, University of Łódź, Łódź, Poland.
  • 2011/10/6-8 CCC2011 First International Conference on Cognition, Conduct & Communication, Chair of Pragmatics, University of Łódź, Łódź, Poland.
  • 2010/09/13-15 CADAAD – Critical Approaches to Discourse Analysis Across Disciplines, Chair of Pragmatics, University of Łódź, Łódź, Poland.
  • 2008/09/28-30 Język-Poznanie-Zachowanie [Language-Cognition-Behavior], Departament of Psycholinguistics and English Language Didactics, University of Łódź, Łódź, Poland.
  • 2006/09/29-30 Język-Poznanie-Zachowanie [Language-Cognition-Behavior], Departament of Psycholinguistics and English Language Didactics, University of Łódź, Łódź, Poland.

 

Conference participation:
  • 2024.08.11-17 – 21st AILA World Congress. Linguistic Diversity, Equity, Inclusion and Sustainability, Kuala Lumpur, Malezja. Joanna Nijakowska and Dina Tsagari paper: “Enhancing inclusivity and accessibility in language teacher education: Curriculum and material development” presented as during the symposium entitled “Inclusive foreign/second/additional language education: Cross-Cultural and interdisciplinary perspectives”.
  • 2024.06.16-18. Konferencja – Viva Dydaktyka, University of Gdańsk, Gdańsk, Poland. Joanna Nijakowska and Ewa Guz, poster: “Efektywne włączanie i zwiększanie dostępności poprzez uniwersalne projektowanie kursów dla studentów z różnymi, w tym specjalnymi potrzebami – na przykładzie kursu SCALED.”
  • 2024.05.11-12 – DIELE – International hybrid conference on
    diversity and inclusivity in English language education. Soka University, Tokyo, Japan. Magdalena Walenta, Agnieszka Kałdonek-Crnjaković and Joanna Nijakowska paper: “Enhancing inclusivity and diversity in English Medium Instruction programs: Case study of a Polish university.”
  • 2024.04.16-19 – IATEFL – 57th International Conference, Brighton, UK. Joanna Nijakowska and Ewa Guz paper: “Promoting inclusive language practices in teacher training via increased accessibility in a digital environment: the SCALED course” presented during the SIG event: “Researching and promoting inclusive language practices through technology” with the Learning Technology Special Interest Group and Research Special Interest Group.
  • 2023/10/20-21 – Akademickie forum języków obcych: dobre praktyki i skuteczne rozwiązania w kształceniu językowym na uczelni wyższej. University of Warsaw, Rada Koordynacyjna ds. Nauczania Języków Obcych i Certyfikacji Biegłości Językowej UW, Warsaw, Poland. Joanna Nijakowska and Ewa Guz, paper: „Efektywne włączanie i zwiększanie dostępności poprzez uniwersalne projektowanie kursów dla studentów z różnymi, w tym specjalnymi potrzebami.”
  • 2023/06/26-27 – The Eighth International Conference on Teacher Education – Passion and Professionalism in Teacher Education, The MOFET Institute, Tel Aviv, Israel, Susie Russak and Joanna Nijakowska, paper: “EFL Teachers’ Preparedness and Needs to Include Learners with Dyslexia”.
  • 2023.06.15-16 – Final SCALED Conference – Inclusion and accessibility in language education 2. University of Warsaw, Centre for Foreign Language Teacher Training and European Education, Warsaw, Poland. Joanna Nijakowska and Dorota Sidor, paper: “Universal Design for Learning: Accessible online learning platforms – SCALED course”.
  • 2023/05/18-20 – ICFSLA – 34th International Conference on Foreign and Second Language Acquisition: Psychological perspectives on second/foreign language learning and teaching, University of Silesia in Katowice, Szczyrk, Poland. Plenary lecture: “Supporting language learning across diversity”.
  • 2023/03/15-17, NERA (Nordic Educational Research Association) conference – Digitalization and Technologies in Education – Opportunities and Challenges, Oslo, Joanna Nijakowska and Dina Tsagari, paper: „Enriching accessibility and inclusion trajectories of language teachers of SEN students: The SCALED project”.
  • 2023/01/18, EALTA EDI SIG – Education, Diversity and Inclusion Online SIG Meeting, Joanna Nijakowska and Dina Tsagari, paper: “Operationalising inclusion and accessibility in language education universal design and accommodations”.
  • 2022.12.1-2 – 1st SCALED Conference – Inclusion and accessibility in language education. University of Warsaw, Centre for Foreign Language Teacher Training and European Education, Warsaw, Poland. Paper: “Inclusion and accessibility in language education”.
  • 2022.10.27 – V Kongres Edukacji. 35-lecie Programu7 Erasmus+. Narodowa Agencja Programu Erasmus+ I Europejskiego Korpusu Solidarności. University of Warsaw, Warsaw, Poland.
  • 2022.06.27-29 – Światowy Kongres Języków Obcych FIPLV wraz z doroczną Konferencją PTN: „Kształcenie językowe w dobie globalnych przemian – potrzeba współpracy i nowych perspektyw” FIPLV World Congress of Modern Languages in conjunction with Annual Conference of the Polish Association of Modern Languages: “Language education in the times of global change: The need for collaboration and new perspectives”, University of Warsaw, Warsaw, Poland.
  • 2022/05/19-21 – ICFSLA – 33rd International Conference on Foreign and Second Language Acquisition: Modern technologies in foreign language teaching, learning and research, University of Silesia in Katowice, Poland (online). Paper: “Foreign language teacher trainees’ perceived concerns and preparedness to implement inclusive instructional practices with learners with special educational needs: Online course induced changes”.
  • 2022/02/06 – 20th Annual TESOL Greece Athens College Event and Pitta Cutting, online. Plenary lecture: “Introducing Sustainability in ELT: Raising Awareness, Involving Learners”.
  • 2021/09/30 – IV Kongres Edukacji. Nowe Perspektywy. Szersze Horyzonty. Narodowa Agencja Programu Erasmus+ I Europejskiego Korpusu Solidarności, online.
  • 2021/05/20-22 – ICFSLA – 32nd International Conference on Foreign and Second Language Acquisition: Narratives of Success and Failure: Stories from Foreign Language Teachers and Learners, University of Silesia, Poland (online). Paper: “Alleviating, boosting and triggering EFL teachers’ concerns about inclusion and dyslexia: impact of professional training”.
  • 2021/05/15 – Assessment in Multilingual Contexts: Trends & Challenges in Foreign Language Education Online International Colloquium, Athens, Greece (online). Plenary lecture: “Inclusive instructional and assessment practices with neurodiverse foreign language learners”.
  • 2021/03/27 – 1st Online Colloquium by the Hellenic Association for the Study of English (HASE) on “English Language Teaching in the COVID-19 Era: Challenges & Opportunities”, Athens, Greece (online). Plenary paper: “Inclusive online classrooms: boosting student wellbeing”.
  • 2021/02/25-27 – online Oxford Professional Teacher Development Conference ELTOC 2021.
  • 2021/01/13 – Analityczne Wyzwania 2021 III Konferencja Naukowa, online. Wydział Informatyki, Elektroniki i Telekomunikacji Akademii Górniczo-Hutniczej im. Stanisława Staszic w Krakowie i Predictive Solutions w ramach programu ARIADNA.
  • 2020/10/19-21 – “4EU+ International Workshop: CLIL in Research and University Teaching” held by the Zentrales Sprachlabor (ZSL) at the University of Heidelberg, Germany. Paper: “Challenges in Designing CLIL Teacher Training”.
  • 2020/10/02 – III Kongres Rozwoju Systemu Edukacji Erasmus+ FRSE. Edukacja przyszłości + Przyszłość edukacji. FRSE, Narodowa Agencja Programu Erasmus+ i Europejskiego Korpusu Solidarności, Warsaw, Poland.
  • 2020.05.09 – e-Kongres Językowy PASE “Communication first”. Polskie Stowarzyszenie na Rzecz Jakości w Nauczaniu Języków Obcych, Warsaw, Poland.
  • 2020.05.09 – 1st Online Mini-Conference. TESOL-Spain.
  • 2020/02/27-29 – online Oxford Professional Teacher Development Conference – ELTOC 2020 – English Language Teaching Online Conference 2020.
  • 2020/02/03 – Nowe kompetencje, podejścia oraz technologie w kształceniu nauczycieli języków, University of Warsaw, Centre for Foreign Language Teacher Training and European Education, Warsaw, Poland. Paper: „Projektowanie uniwersalne vs dostosowanie: student z dysleksją”.
  • 2020/01/16-18 – ENGaGE conference, University of Miskolc, Miskolc, Hungary. Discussion panel participant: “Good inclusive practices to support neurodiverse learners’ foreign language learning”.
  • 2019/11/27-28 – Edukacja językowa we współczesnej szkole – wyzwania, możliwości, perspektywy, Ośrodek Doskonalenia Nauczycieli w Kaliszu, Poland. Workshop: „Dyslexia in the English classroom. Uczeń z dysleksją na lekcji języka angielskiego”.
  • 2019/11/21-22 – Learning Adventures, Centrum Nauki Kopernik, Warsaw, Poland.
  • 2019/09/23-25 – Topics in Applied Linguistics: Classroom-oriented research, Opole, Poland. Paper: “The impact of professional training on EFL teachers’ concerns regarding teaching learners with dyslexia: A follow-up study”.
  • 2019/09/18 – II Kongres Rozwoju Systemu Edukacji – Mądrość – Kreatywność – Innowacyjność. Kształcenie dla Przyszłości. FRSE, Warsaw, Poland. Workshop: „Kształcenie zawodowe nauczycieli: Uczeń z dysleksją na lekcjach języka obcego”.
  • Cap, P. and Nijakowska, J. 2019/06/9-14 – IPrA – 16th International Pragmatics Conference, Hong Kong. Paper: “We don’t want any immigrants or terrorists here’: The discursive manufacturing of xenophobia in the post-2015 Poland”.
  • 2019/05/16-18 – ICFSLA – 31st International Conference on Foreign and Second Language Acquisition: From code-switching to translanguaging, University of Silesia in Katowice, Szczyrk, Poland. Paper: “The effectiveness of professional training in enhancing EFL teachers’ preparedness to teach learners with dyslexia: A follow-up study”.
  • 2019/04/6-6 – Education in the light of positive psychology, Akademia Humanistyczno-Ekonomicznej w Łodzi, Łodź, Poland. Paper: “Professional training impacts on EFL teachers’ self-efficacy beliefs, attitudes, and concerns about inclusion and dyslexia”.
  • Tsagari, D., Nijakowska, J., and Spanoudis, G. 2018/12/3-4 – Teacher Education and Diversity, Inland Norway University of Applied Sciences (INN), Hamar, Norway. Paper: “How prepared are EFL teachers to include dyslexic learners? A cross-country comparison”.
  • 2018/11/7-9 – 5th International Conference of Clinical Linguistics, The Clinical Linguistics Office of the Institute of Applied Linguistics at the University of Cadiz, Cadiz, Spain. Plenary lecture: “Developmental dyslexia in the context of second language learning and teaching”.
  • 2018/10/8-10 – Individual differences in second language learning and teaching II: The individual and the context, Konin, Poland. Paper: “Online training-induced changes in foreign language teachers’ self-efficacy, attitudes, and concerns about inclusive teaching practices with dyslexics”.
  • 2018/06/09 – C4C CLIL for Children, University of Łódź, Poland. Plenary lecture: “Uczeń z dysleksją na lekcji CLIL – dostosowanie warunków nauczania [Dyslexia learners in CLIL classrooms: Adjusting teaching methods].
  • 2018/05/17-19 – ICFSLA – 30th International Conference on Foreign/Second Language Acquisition. Identity in second language acquisition and foreign language learning, University of Silesia, Szczyrk, Poland. Paper: “Inclusive teaching practices with dyslexics: Face-to-face training-induced changes in foreign language teachers’ self-efficacy, attitudes, and concerns”.
  • 2018/05/11-12 – Polskie Stowarzyszenie na Rzecz Jakości w Nauczaniu Języków Obcych PASE – Tradition vs. Innovation. Which way to go in FLT? Warsaw, Poland. Invited paper: „Uczeń z dysleksją na lekcjach języka obcego: dostosowanie warunków i metod nauczania [Foreign language learners with dyslexia: Adjusting teaching conditions and methods]”.
  • 2018/05/9-10 – AJSER – 1st Annual Joint Seminar on Educational Research. University of Warsaw, Warsaw, Poland. Paper: “Inclusive teaching practices with dyslexics: Online training-induced changes in foreign language teachers’ self-efficacy, attitudes, and concerns”.
  • 2018/01/31 – Research seminar meeting. Oranim Academic College of Education, Oranim International School, Israel. Invited lecture: “Research on EFL and dyslexia in the context of teacher training”.
  • 2017/10/21 – Nauczanie języków obcych uczniów ze specjalnymi potrzebami edukacyjnymi. Kapelusze Lektora XI. [Teaching foreign languages to students with Special Educational Needs. Teacher’s Hats XI], Polskie Stowarzyszenie na rzecz Jakości w Nauczaniu Języków Obcych PASE, Warsaw, Poland. Invited paper: “Dostosowanie warunków i metod nauczania do potrzeb i możliwości uczniów z dysleksją na lekcjach języka obcego [Adjusting teaching conditions and methods to the needs and abilities of foreign language learners with dyslexia]”.
  • 2017/05/18-20 – ICFSLA – 29th International Conference on Foreign/Second Language Acquisition. Life-long learning: the age factor in second/foreign language acquisition and learning, University of Silesia, Szczyrk, Poland. Paper: “EFL teachers’ beliefs about their preparedness to create an inclusive learning environment for dyslexic learners: Validation of a questionnaire”.
  • 2017/05/18-20 – ICFSLA – 29th International Conference on Foreign/Second Language Acquisition. Life-long learning: the age factor in second/foreign language acquisition and learning, University of Silesia, Szczyrk, Poland. Paper: “Demographic variables’ influence on EFL teachers’ beliefs on their preparedness to create inclusive learning environment for dyslexic learners: A cross-country comparison”.
  • 2017/05/4-5 – snemHE 2017 International conference – Special Needs in a Multimodal World: Research and Practice in Higher Education, Universitat Jaume I, Castelló – Castelló de la Plana, Valencia, Spain. Invited paper: “Foreign language teacher training and preparedness to teach learners with dyslexia”.
  • 2016/11/19 – The 7th EALTA-CBLA SIG Symposium – Language Assessment and Learning Differences, European Association for Language Testing and Assessment (EALTA), Department of English Studies, University of Cyprus, Nicosia, Cyprus. Invited paper: “Successful inclusion of learners with dyslexia in mainstream foreign language classrooms”.
  • 2016/09/20 – Języki do zadań specjalnych, Fundacja Rozwoju Systemu Edukacji (FRSE) i Komisja Europejska, Warsaw, Poland. Invited paper: „Kształcenie i doskonalenie zawodowe nauczycieli języka angielskiego w zakresie pracy z uczniami ze specyficznymi trudnościami w uczeniu się – projekty DysTEFL i DysTEFL2”.
  • Kormos, J. and Nijakowska, J. 2016/08/22-24 – Individuals in Contexts: Psychology of Language Learning 2, University of Jyväskylä, Finland. Paper: “Inclusive practices in teaching students with dyslexia: Foreign language teachers’ concerns, attitudes and self-efficacy beliefs on a massive open online learning course”.
  • 2016/06/25 – DysTEFL2 – Dyslexia for Teachers of English as a Foreign Language, University of Łódź, Łódź, Poland. Plenary paper: “How to successfully include foreign language learners with dyslexia in the English language classroom?”
  • Nijakowska, J. and Kormos, J. 2016/05/19-21 – ICFSLA – 28th International Conference on Foreign/Second Language Acquisition. Life-long learning: the age factor in second/foreign language acquisition and learning, University of Silesia, Szczyrk, Poland. Paper: “Foreign language teachers´ concerns, attitudes and self-efficacy beliefs on inclusive practices in teaching FL to students with dyslexia”.
  • 2015/11/16-18 – ICERI2015 – 8th annual International Conference of Education, Research and Innovation, Seville, Spain. Paper: “Foreign language teachers’ professional training needs on inclusive practices and dyslexia: the DysTEFL2 project’s findings.”
  • 2015/11/16-17 – TAL – Topics in Applied Linguistics: Success and failure in foreign language learning, Opole University, Opole, Poland. Paper: “Professional training on dyslexia and inclusive classroom practices: EFL teachers’ needs analysis.”
  • 2015/10/23 – Dislessia e Apprendimento della Lingua Inglese (Dyslexia and ELT), University of Pisa Language Center, Pisa, Italy. Keynote paper: “Successful inclusion for dyslexic students in the English language classroom. An award-winning DysTEFL course and materials”.
  • 2015/07/6-7 – EDULEARN15 – 7th International Conference on Education and New Learning Technologies, Barcelona, Spain. Paper: “Foreign language teacher training on dyslexia: An award winning DysTEFL project and course”.
  • 2015/07/6-7 – EDULEARN15 – 7th International Conference on Education and New Learning Technologies, Barcelona, Spain. Paper: “Foreign language teachers’ professional training needs on dyslexia: the DysTEFL project’s findings”.
  • 2015/05/21-23 – ICFSLA – 27th International Conference on Foreign/Second Language Acquisition – Positive psychology in second/foreign language acquisition and learning, University of Silesia, Szczyrk, Poland. Paper: “From research to practice: Informed choices and good practice in EFL teacher training on dyslexia (DysTEFL and DystEFL2 projects)”.
  • 2013/11/15-16 – 1st Bydgoszcz Symposium: Discursive Constructions of Europe, WSG University of Economy, Bydgoszcz, Poland. Paper: “Successful EU cooperation in the educational context: the DysTEFL project”.
  • 2013/10/14-16 – Classroom-oriented research: Reconciling theory and practice, State School of Higher Professional Education in Konin, Poland. Paper: “Foreign language teacher knowledge and training needs on dyslexia”.
  • 2013/10/11 – DysTEFL – Dyslexia for Teachers of English as a Foreign Language, Department of Pragmatics, University of Łódź, Łódź, Poland. Workshop: “Accommodations of dyslexic learners in the foreign language classroom and overview of teaching techniques”.
  • 2013/10/11 – DysTEFL – Dyslexia for Teachers of English as a Foreign Language, Department of Pragmatics, University of Łódź, Łódź, Poland. Panel discussion: “DysTEFL materials: Dyslexia in the EFL teacher training across Europe”.
  • 2013/10/7-9 – TAL – Topics in Applied Linguistics: Social, Cultural and Affective Influences on Language Processes, Opole University, Opole, Poland. Paper: “EFL teachers’ training needs on dyslexia in the European context”.
  • 2013/05/23-25 – ICFSLA – 25th International Conference on Foreign/Second Language Acquisition – Qualitative approach in researching second/foreign language acquisition, University of Silesia, Szczyrk, Poland. Paper: “DysTEFL – foreign language teacher training on dyslexia”.
  • 2013/04/26-27 – CC2013FACE – The Sosnowiec Symposium on Communication across Cultures, Institute of English, University of Silesia, Sosnowiec, Poland. Paper: “Metadiscourse and (im)politeness: Converging, diverging, supplementing analytic frameworks in written academic discourse?”.
  • 2013/04/5-7 – ISTAL – 21st International Symposium on Theoretical & Applied Linguistics, Aristotle University of Thessaloniki, School of English, Department of Theoretical and Applied Linguistics, Thessaloniki, Greece. Plenary paper: “Grasping dyslexia: bridging the gap between research and practice”.
  • 2012/11/12-14 – TAL – Topics in Applied Linguistics: Communication in the New Media Age, Opole University, Opole, Poland. Paper: “Interactive course and material design – DysTEFL – Dyslexia for teachers of English as a foreign language”.
  • 2012/06/26-29 Genre 2012 – Rethinking Genre Twenty Years Later: An International Conference on Genre Studies, Carleton University, Ottawa, Ontario, Canada. Paper: “(Im)politeness in written academic discourse: A case of a reply to article genre”.
  • 2012/05/26-28 NDLP2012 – New developments in Linguistic Pragmatics, Chair of Pragmatics, University of Łódź, Łódź, Poland. Paper: “Impoliteness in the written academic genre of a ‘reply to’ article”.
  • 2012/05/17-19 – ICFSLA – 24th International Conference on Foreign/Second Language Acquisition – Language Awareness in Second/Foreign Language Learning, University of Silesia, Szczyrk, Poland. Paper: “Metadiscourse and politeness: Analytic frameworks in academic written discourse”.
  • 2011/11/14-16 International conference Topics in Applied Linguistics: Cognitive and Affective Language processes in Intercultural Contexts, Opole University, Poland. Paper: “Distancing from the reader and the propositional content – linguistic politeness strategies in EFL methodology textbooks”.
  • 2011/10/14-16 Classroom-oriented research: Achievements and challenges, Adam Mickiewicz University, Kalisz, Poland. Paper: “Expressing solidarity with the reader – linguistic politeness strategies in EFL methodology textbooks”.
  • 2011/10/6-8 First International Conference on Cognition, Conduct & Communication – CCC2011, Chair of Pragmatics, University of Łódź, Poland. Paper: “Impoliteness in written academic discourse: A case of ‘reply to’ article”.
  • 2011/06/9-11 PRISEAL 2. Occupying niches: Interculturality, cross-culturality and aculturality in academic research, University of Silesia, Poland. Paper: “Politeness of ‘a reply to’ in academic communication”.
  • 2011/05/26-28 23rd International Conference on Foreign/Second Language Acquisition – The Affective Dimension in Language Acquisition and Learning, University of Silesia, Szczyrk, Poland. Paper: “Politeness in written academic discourse: The case of EFL methodology textbooks”.
  • 2010/11/15-16 International conference Topics in Applied Linguistics: Stability and Variability, Opole University, Poland. Paper: “Stability and variability: Educational accommodations towards learners with dyslexia”.
  • 2010/09/17-19 19th International IATEFL POLAND Conference, Bydgoszcz, Poland. Paper: “Educational accommodations towards learners with dyslexia”.
  • 2010/09/07-17 SILCC Summer Institute – Language and Culture Data in Contrast: Methods and Applications, University of Łódź, Poland. Paper: “Language awareness: Phonological awareness, orthographic depth and psycholinguistic grain size. An attempt to explain substantial differences in reading accuracy and speed across languages”.
  • 2010/09/13-15 International conference Critical Approaches to Discourse Analysis Across Disciplines – CADDAD, University of Łódź, Poland.
  • 2010/05/27-29 22nd International Conference on Foreign/Second Language Acquisition – Individual Differences in Second Language Acquisition, University of Silesia, Szczyrk, Poland. Paper: “Identification of dyslexia: multilingual/multicultural perspective”.
  • 2010/29.04-01.05 International conference Semantics and Linguistic Theory (SALT), Vancouver, BC, Canada, Departments of Linguistics of the University of British Columbia and Simon Fraser University.
  • 2009/10/19-20 International Forum on English Language Teaching IV – Promoting Participation and Production in the ELT Classroom, University of Porto, Portugal. Invited workshop: “Game-like activities for grammar practice in the EFL classroom”.
  • 2009/06/22-24 VII Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: “Understanding and helping dyslexic learners of English”.
  • 2009/06/22-24 VII Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: “Understanding and helping dyslexic learners of English – developing phonological awareness”.
  • 2009/05/28-30 21st International Conference on Foreign/Second Language Acquisition – Individual Differences in Second Language Acquisition, University of Silesia, Szczyrk, Poland. Paper: “Orthographic depth and psycholinguistic grain size. An attempt to explain substantial differences in reading accuracy and speed across languages”.
  • 2008/10/24-26 1st International Conference – Discourse Approaches to Functional Linguistics, Translation and Foreign Language Teaching organized by State Higher Vocational School in Włocławek and Department of Pragmatics, University of Łódź, Włocławek, Poland. Paper: “Effectiveness of direct multisensory instruction in teaching English word reading and spelling to Polish dyslexic learners”.
  • 2008/09/28-30 Język-Poznanie-Zachowanie [Language-Cognition-Behaviour], University of Łódź, Poland. Paper: „Rozwijanie świadomości fonologicznej i relacji głoska-litera u osób dyslektycznych uczących się języka angielskiego jako obcego” [Developing phonological awareness in dyslexic students learning English as a foreign language].
  • 2008/09/08-10 Nauczyciel języków obcych dziś i jutro [Foreign language teachers today and tomorrow] organized by PTN, CODN, Zakład Filologii Angielskiej UAM and PWSZ w Kaliszu, Kalisz, Poland. Workshop: „Zrozumieć dysleksję rozwojową” [Understanding developmental dyslexia].
  • 2008/09/08-10 Nauczyciel języków obcych dziś i jutro [Foreign language teachers today and tomorrow] organized by PTN, CODN, Zakład Filologii Angielskiej UAM and PWSZ w Kaliszu, Kalisz, Poland. Paper: “Hipoteza różnic w kodowaniu językowym – próba wyjaśnienia trudności uczniów z dysleksją rozwojową w nauce języków obcych” [LCDH – an attempt to explain difficulties encountered by dyslexic students in learning foreign languages].
  • 2008/06/23-25 VI Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: “Understanding and helping dyslexic learners of English”.
  • 2008/06/23-25 VI Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: “Understanding and helping dyslexic learners of English – developing phonological awareness”.
  • 2008/06/04 Języki obce w przedszkolu i szkole podstawowej w perspektywie interdyscyplinarnej [Foreign languages in kindergarten and primary school – an interdisciplinary perspective] organized by Instytut Pedagogiki PWSZ, Płock, Poland. Keynote paper: „Zrozumieć dysleksję rozwojową” [Understanding developmental dyslexia].
  • 2008/05/22-24 XXII International Conference – Linguistics of Public Communication organized by the Croatian Applied Linguistics Society, Osijek University, Croatia.
  • 2008/05/15-17 XXth International Conference on Foreign/Second language Acquisition – Phonological issues in language acquisition and learning, University of Silesia, Szczyrk, Poland. Paper: “Developing phonological awareness in dyslexics learning a foreign language”.
  • 2008/05/15-18 4th Lodz Symposium New Developments in Linguistic Pragmatics, University of Łódź, Poland.
  • 2008/05/01-03 22nd APPI Conference Inspiring global learning, Aveiro, Portugal. Paper: “Understanding and helping dyslexic learners of English”.
  • 2008/29.03-01.04 American Association for Applied Linguistics – AAAL 2008 Annual Conference, Washington DC, USA. Paper at invited colloquium for Second/foreign language learning and teaching for learners with special needs: “The effectiveness of multi-sensory instruction in teaching dyslexic language learners”.
  • 2007/10/05-07 Conference on Culture, Language, and Social Practice – CLASP, University of Colorado at Boulder, USA.
  • 2007/06/28-30 V Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: “Developing word reading and spelling skills in dyslexic secondary school students”.
  • 2007/06/28-30 V Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: “Improving phonological awareness in dyslexic primary school students”.
  • 2007/05/17-19 XIXth International Conference on Foreign/Second Language Acquisition – Neurolinguistic perspectives on language acquisition and learning, University of Silesia, Szczyrk, Poland. Keynote paper: “Understanding developmental dyslexia”.
  • 2006/12/15-17 International Conference on Pragmatics, Institute of Advanced Studies in English (IASE), University of Pune, India.
  • 2006/09/29-30 Język-Poznanie-Zachowanie [Language-Cognition-Behaviour], University of Łódź, Poland. Paper: „Hipoteza różnic w kodowaniu językowym – próba wyjaśnienia trudności uczniów z dysleksją w nauce języków obcych” [Linguistic Coding Differences Hypothesis – an attempt to explain foreign language learning difficulties of dyslexic students].
  • 2006/06/26-28 IV Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: “Developing word reading and spelling skills”.
  • 2006/06/26-28 IV Ogólnopolskie Spotkanie Nauczycieli Języka Angielskiego – ENGLISH TEACHING MARKET, Stare Jabłonki, Poland. Invited workshop: „Developing phonemic awareness”.
  • 2006/02/18 Problemy w nauce uczniów z dysleksją ze szkół ponadpodstawowych [Learning difficulties encountered by secondary school students], Warszawski Oddział nr I PTD, SP 312, Warszawa [Polish Dyslexia Association, Warsaw, Poland]. Workshop: “Nauczanie uczniów ze specyficznymi trudnościami w czytaniu i pisaniu wybranych relacji głoska-litera na przykładzie języka angielskiego” [Teaching selected grapheme-phoneme relations in English to Polish dyslexic secondary school students].
  • 2006/02/18 Problemy w nauce uczniów z dysleksją ze szkół ponadpodstawowych [Learning difficulties encountered by secondary school student], Warszawski Oddział nr I PTD, SP 312, Warszawa [Polish Dyslexia Association, Warsaw, Poland]. Keynote paper: “Przyczyny trudności uczniów z dysleksją w nauce języków obcych” [Causes of dyslexic students’ difficulties in learning foreign languages].
  • 2005/10/15 IV Europejski Tydzień Świadomości Dysleksji. II Regionalna Konferencja Naukowa Dysleksja rozwojowa – obszary trudności [IV European Week of Dyslexia Awareness. Developmental dyslexia – areas of difficulties], Uczelniane Centrum Kształcenia Ustawicznego „Andragog” Wyższej Szkoły Humanistyczno-Ekonomicznej w Brzegu, Opole University, Poland. Paper: „Przyczyny trudności ucznia z dysleksją w nauce języków obcych” [Causes of difficulties in foreign language learning encountered by dyslexic students].
  • 2005/07/14-16 3rd International Multilingualism & Dyslexia Conference, Limassol, Cyprus. Paper and poster: “Facing dyslexia – a foreign language perspective”.
  • 2005/05/19-21 XVIIth International Conference on Foreign/Second Language Acquisition, University of Silesia, Szczyrk, Poland. Paper: “Causes of developmental dyslexia”.
  • 2005/04/04-07 PASE (Polish Association of the Study of English) Conference, University of Łódź, Poland. Paper: “Linguistic Coding Differences Hypothesis (LCDH) – an attempt to explain difficulties encountered in learning foreign languages by dyslexic students”.
  • 2004/12/03-04 Jubilee Conference – Program INSETT for English Language Teachers, Gdańsk, Poland.
  • 2004/11/06 Conference for foreign language teachers within the framework of III European Week of Dyslexia Awareness. Polish Dyslexia Association, Ośrodek Doskonalenia Nauczycieli [Centre for Teacher Training] and Pałac Młodzieży, Bydgoszcz, Poland. Keynote paper: „Trudności w nauce języków obcych uczniów z dysleksją rozwojową” [Dyslexic difficulties in foreign language learning].
  • 2004/11/06 Conference for foreign language teachers within the framework of III European Week of Dyslexia Awareness. Polish Dyslexia Association, Ośrodek Doskonalenia Nauczycieli [Centre for Teacher Training] and Pałac Młodzieży, Bydgoszcz, Poland. Workshop: Techniki rozwijania umiejętności ortograficznych u uczniów dyslektycznych [Techniques for developing spelling skills in dyslexic students].
  • 2004/09/17-19 13th International IATEFL Poland Conference, Radom, Poland.
  • 2004/09/06-09 7th Congress of the International Association of Applied Linguistics – Challenging Tasks for Psycholinguistics in the New Century, University of Silesia, Cieszyn, Poland. Poster: “Teaching grapheme/phoneme conversion rules in English to Polish dyslexic students”.
  • 2004/09/06-09 7th Congress of the International Association of Applied Linguistics – Challenging Tasks for Psycholinguistics in the New Century, University of Silesia, Cieszyn, Poland. Paper: “Perceptual-motor integration deficit in developmental dyslexia”.
  • 2004/09/03-05 Dysleksja: od badań mózgu do praktyki [Dyslexia: From brain research to practice], Instytut Biologii Doświadczalnej im. M. Nenckiego PAN and Polish Dyslexia Association, Warsaw, Poland. Poster: „Efektywność autorskiego programu nauczania języka angielskiego usprawniającego umiejętność czytania i pisania na poziomie wyrazu u uczniów z dysleksją rozwojową” [The effectiveness of the program for developing word reading and spelling skills in dyslexic students].
  • 2004/03/27-30 6th BDA International Conference – The Dividends from Research to Policy and Practice, University of Warwick, Great Britain. Poster: “Teaching English as a foreign language to Polish dyslexic students”.
  • 2003/11/29 Rzeczywistość a przyszłość edukacji ucznia z dysleksją. Modelowa opieka. [The reality and educational future of dyslexic students. The system of help], Miejski Ośrodek Doskonalenia Nauczycieli and Polish Dyslexia Association, Opole, Poland. Workshop: “Uwrażliwianie i wypracowanie modelowej opieki nad uczniem z dysleksją” [Raising awareness of developmental dyslexia and compiling a system of help for dyslexic students].
  • 2003/10/04 II Europejski Tydzień Świadomości Dysleksji Dysleksja rozwojowa – rozpoznanie problemu i praca z uczniem dysfunkcyjnym [II European Week of Dyslexia Awareness. Developmental dyslexia – diagnosis and therapy], Opolskie Studium Oświaty Dorosłych “Andragog”, Opole University, Poland. Paper: „Efektywność autorskiego programu nauczania języka angielskiego usprawniającego czytanie i pisanie uczniów z dysleksją rozwojową” [The effectiveness of the program for improving reading and spelling skills for dyslexic students].
  • 2003/09/27 Nauczanie języków obcych uczniów ze specjalnymi potrzebami edukacyjnymi [National conference on teaching foreign languages to students with special educational needs], Polish Dyslexia Association, Gdańsk, Poland. Workshop: “Praktyczne wykorzystanie autorskiego programu nauczania języka angielskiego usprawniającego czytanie i pisanie uczniów z dysleksją rozwojową” [Practical application of the program for improving reading and spelling skills for dyslexic students].
  • 2003/09/27 Nauczanie języków obcych uczniów ze specjalnymi potrzebami edukacyjnymi [National conference on teaching foreign languages to students with special educational needs], Polish Dyslexia Association, Gdańsk, Poland. Keynote paper: “Efektywność autorskiego programu nauczania języka angielskiego usprawniającego czytanie i pisanie uczniów z dysleksją rozwojową” [The effectiveness of the program for improving reading and spelling skills for dyslexic students].
  • 2003/09/19-21 12th International IATEFL Poland Conference, Wrocław, Poland.
  • 2002/11/09-11 11th International IATEFL Poland Conference, Poznań, Poland. Workshop: “Improving reading and spelling skills of dyslexic students”.
  • 2001/04/18-21 5th BDA International Conference – Dyslexia: At the Dawn of the New Century, University of York, York, Great Britain. Poster: “Teaching English as a foreign language to a Polish dyslexic child – a case study”.
  • 2000/11/10-12 9th International IATEFL Poland Conference, Kraków, Poland.
  • 1999/10/07-10 Learning from Experience – National Young Learners Conference, The British Council, Puławy, Poland. Paper: “English teachers and their dyslexic students”.
  • 1999/06/17-19 1st BDA International Conference on Multilingualism and Dyslexia Including the Teaching of Modern Foreign Languages to Dyslexic Students, University of Manchester, Institute of Science and Technology, Manchester, Great Britain. Poster: “Dyslexia – does it mean anything to a foreign language teacher?”.

 

 

 

 

 

 

 

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