PUBLICATIONS

2023

Otwinowska, A., Bergroth, M. & Zyzik, E. (2023) Supporting Multilingual Learning in Educational Contexts: Lessons from Poland, Finland and California. In: S. Björklund and M. Björklund (Eds.) Policy and Practice for Multilingual Educational Settings. Comparisons across Contexts (pp. 147-172). Bristol: Multilingual Matters.  (open access https://zenodo.org/record/7712868#.ZB7-A3bMJPb)

Otwinowska, A. (2023) Cross-linguistic influence and language co-activation in acquiring L3 words: What empirical evidence do we have so far? Second Language Research. 1-19 Online first. https://doi.org/10.1177/02676583231176371

Muszyńska, K., Kołak, J., Haman, E., Białecka-Pikul, M., & Otwinowska, A. (2023). Metacognitive verbs do not show a cross-language gap: An investigation of metacognitive and concrete verbs in bilingual children. International Journal of Bilingualism, DOI: 13670069221149941.

Białecka, M., Wodniecka, Z., Muszyńska, K., Szpak, M., & Haman, E. (2023). Both L1 and L2 proficiency impact ToM reasoning in children aged 4 to 6. Painting a more nuanced picture of the relation between bilingualism and ToM. Bilingualism: Language and Cognition, 1–19. https://doi.org/10.1017/S1366728923000652

Foryś‐Nogala, M., Broniś, O., Opacki, M. & Otwinowska, A (2023) Cross-linguistic influences, language proficiency and metalinguistic knowledge in L3 Italian subject placement International Journal of Multilingualism​​​​​​​ 20 (2), 308-328. DOI: 10.1080/14790718.2020.1811710

Broś, K. (2023). Acoustic cues to stress perception in Spanish – a mismatch negativity study. Proceedings of INTERSPEECH 2023. Available at https://interspeech2023.org/program-at-a-glance/.

Plichta, P., Muszyńska, K. & Otwinowska, A. (2023) Are Polish CLIL learners more willing to communicate in English than non-CLIL learners? Psychology of Language and Communication 27(1): 405 – 435. DOI: https://doi.org/10.58734/plc-2023-0019

De Cat, C., Kascelan, D., Prévost, P., Serratrice, L., Tuller, L., Unsworth, S., & Q-Bex Consortium. (2023). How to quantify bilingual experience? Findings from a Delphi consensus survey. Bilingualism: Language and Cognition, 26(1), 112–124, https://doi.org/10.1017/S1366728922000359

2022

Silva, B. B. (2022). Writing to Learn Academic Words: Assessment, Cognition, and Learning. Springer Nature.

Wolna, A., Łuniewska, M., Haman, E., & Wodniecka, Z. (2022) Polish norms for a set of colored drawings of 168 objects and 146 actions with predictors of naming performance. Behavior Research Methods https://doi.org/10.3758/s13428-022-01923-3

Łuniewska, M., Wójcik, M., Kołak, J., Mieszkowska, K., Wodniecka, Z. & Haman, E. (2022) Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties. Language Acquisition, 29:2, 135-164. https://doi.org/10.1080/10489223.2021.1973475

Mieszkowska, K., Krajewski, G., Sobota, K., Dynak, A., Kolak, J., Krysztofiak, M., Łukomska, B., Łuniewska, M., Garmann, N. G., Hansen, P., Romøren, A. S. H., Simonsen, H. G., Alcock, K., Katsos, N., & Haman, E. (2022). Parental Report via a Mobile App in the Context of Early Language Trajectories: StarWords Study Protocol. International Journal of Environmental Research and Public Health, 19(5), 3067. https://doi.org/10.3390/ijerph19053067

Kartushina, N., Mani, N., Aktan-Erciyes, A., Alaslani, K., Aldrich, N. J., Almohammadi, A., Alroqi, H., Anderson, L. M., Andonova, E., & Aussems, S., Babineau, M., Barokova, M., Bergmann, C., Cashon, C. H., Custode, S., de Carvalho, A., Dimitrova, N., Dynak, A., Farah, R., …Haman, E.,… Mayor, J. (2022). COVID-19 first lockdown as a window into language acquisition: Associations between caregiver-child activities and vocabulary gains. Language Development Research, 2, 1–36. doi:10.34842/abym-xv34

Jiao, L., Timmer, K., Liu, C., & Chen, B. (2022). The Role of Language Switching During Cross‐Talk Between Bilingual Language Control and Domain‐General Conflict Monitoring. Cognitive Science, 46(8), e13184. DOI: 10.1111/cogs.13184

Castro, S., Wodniecka, Z., & Timmer, K. (2022) Am I truly monolingual? Exploring foreign language experiences in monolinguals. PLoS ONE 17(3): e0265563. DOI: 10.1371/journal. pone.0265563

Liu, C., Wang, H., Timmer, K., & Jiao, L. (2022). The foreign language effect on altruistic decision making: Insights from the framing effect. Bilingualism: Language and Cognition, 1-9. DOI: 10.1017/S1366728922000128

Foryś-Nogala, M., Krajewski, G., & Haman, E. (2022). The interface issue in second language acquisition research: An interdisciplinary perspective. Lingua, 271, 103243. https://doi.org/10.1016/j.lingua.2022.103243

Otwinowska, A., Opacki, M., Mieszkowska, K., Białecka-Pikul, M., Wodniecka, Z., & Haman, E. (2022). Polish–English bilingual children overuse referential markers: MLU inflation in Polish-language narratives. First Language. 42(2), 191-215. DOI: 10.1177/0142723720933769

Belteki, Z., Lumbreras, R., Fico, K., Haman, E., & Junge, C. (2022). The Vocabulary of Infants with an Elevated Likelihood and Diagnosis of Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Infant Language Studies Using the CDI and MSEL. International Journal of Environmental Research and Public Health, 19(3), 1469. DOI: 10.3390/ijerph19031469

Łuniewska, M., Wójcik, M., Kołak, J., Mieszkowska, K., Wodniecka, Z., & Haman, E. (2022). Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties. Language Acquisition, 29(2), 135–164. https://doi.org/10.1080/10489223.2021.1973475

Greco, G. M., Jankowska, A., & Szarkowska, A. (2022). Addressing methodological issues in experimental research in audiovisual translation. Translation Spaces, 11(1), 1-11. https://doi.org/10.1075/ts.00030.int

Silva, B., Orrego-Carmona, D., & Szarkowska, A. (2022). Using linear mixed models to analyze data from eye-tracking research on subtitling. Translation Spaces. https://doi.org/10.1075/ts.21013.sil

Szarkowska, A., & Boczkowska, J. (2022). Colour coding subtitles in multilingual films – a reception study. Perspectives. Studies in Translation Theory and Practice, 30(3), 520-536. https://doi.org/10.1080/0907676X.2020.1853186 

Oziemblewska, M., & Szarkowska, A. (2022). The quality of templates in subtitling. A survey on current market practices and changing subtitler competences. Perspectives. Studies in Translation Theory and Practice, 30(3), 432-453. https://doi.org/10.1080/0907676x.2020.1791919

Wojtylak, K.I. (2022). ‘At the Heart of the Murui’. In: The Art of Language, edited by A. Storch and R. M. W. Dixon. Brill’s Studies in Language, Cognition and Culture, 32. Leiden: Brill.

2021

Marecka, M., Otwinowska, A. & Jelec, A. (2021). Standardized and tailor-made tests probe different factors influencing the acquisition of second language vocabulary by children. International Review of Applied Linguistics in Language Teaching, 59(3), 335-368. https://doi.org/10.1515/iral-2016-0140

Łuniewska, M., Wójcik, M., Kołak, J., Mieszkowska, K., Wodniecka, Z., & Haman, E. (2021). Word knowledge and lexical access in monolingual and bilingual migrant children: Impact of word properties. Language Acquisition, 0(0), 1–30. https://doi.org/10.1080/10489223.2021.1973475

Otwinowska, A., Marecka, M., Casado, A., Durlik, J., Szewczyk, J., Opacki, M. and Wodniecka, Z. (2021) Does L2 Proficiency Impact L2-L1 Transfer While Reading L1 Collocations? Evidence From Behavioral and ERP Data. Frontiers in Psychology 12:673761. doi: 10.3389/fpsyg.2021.673761

Marecka, M., Szewczyk, J., Otwinowska, A., Durlik, J., Foryś-Nogala, M., Kutyłowska, K., & Wodniecka, Z. (2021) False friends or real friends? False cognates show advantage in word form learning. Cognition, 206, 104477. https://doi.org/10.1016/j.cognition.2020.104477

Silva, B. B., Kutyłowska, K., & Otwinowska, A. (2021). Learning academic words through writing sentences and compositions: Any signs of an increase in cognitive load?. Language Teaching Research, https://doi.org/10.1177/13621688211020421

Otwinowska, A., Meir, N.,  Ringblom, N., Karpava S., & La Morgia F. (2021). Language and literacy transmission in heritage language: evidence from Russian-speaking families in Cyprus, Ireland, Israel and Sweden, Journal of Multilingual and Multicultural Development, 42(4), 357-382. DOI: 10.1080/01434632.2019.1695807

Jankowska, A., Szarkowska, A. (2021). Przekład audiowizualny i dostępność mediów. In M. Piotrowska (Ed.) Perspektywy na przekład. Wydawnictwo Uniwersytetu Jagiellońskiego.

Szarkowska, A., Díaz Cintas, J. & O. Gerber-Morón (2021) Quality Is in the Eye of the Stakeholders: What Do Professional Subtitlers and Viewers Think about Subtitling? Universal Access in the Information Society 20, 661–675. https://doi.org/10.1007/s10209-020-00739-2

Szarkowska, A., Silva, B., & Orrego-Carmona, D. (2021). Effects of subtitle speed on proportional reading time. Translation, Cognition & Behavior, 4(2), 305-330. https://doi.org/10.1075/tcb.00057.sza

2020

Zembrzuski, D., Marecka, M., Otwinowska, A., Zajbt, E., Krzemiński, M., Szewczyk, J., & Wodniecka, Z. (2020). Bilingual children do not transfer stress patterns: Evidence from suprasegmental and segmental analysis of L1 and L2 speech of Polish–English child bilinguals. International Journal of Bilingualism, 24(2), 93-114. https://doi.org/10.1177/1367006918810957

Marecka, M., Wrembel, M., Otwinowska, A., Szewczyk, J., Banasik-Jemielniak, N., & Wodniecka, Z. (2020). Bilingual children’s phonology shows evidence of transfer, but not deceleration in their L1. Studies in Second Language Acquisition 42, 89-114. DOI: https://doi.org/10.1017/S0272263119000408

Otwinowska, A., Opacki, M., Mieszkowska, K., Białecka-Pikul, M., Wodniecka, Z., & Haman, E. (2020). Polish–English bilingual children overuse referential markers: MLU inflation in Polish-language narratives. First Language (online first) 1-25. DOI: 0142723720933769.

Otwinowska, A., Mieszkowska, K., Białecka-Pikul, M., Opacki , M. & Haman, E. (2020). Retelling a model story improves the narratives of Polish-English bilingual children. International Journal of Bilingual Education and Bilingualism, 23:9, 1083-1107. DOI: 10.1080/13670050.2018.1434124

Otwinowska, A., Foryś‐Nogala, M., Kobosko, W., & Szewczyk, J. (2020) Learning Orthographic Cognates and Non‐Cognates in the Classroom: Does Awareness of Cross‐Linguistic Similarity Matter?. Language Learning 70(3), 685–731. https://doi.org/10.1111/lang.12390

Flis, G., Sikorski, A., & Szarkowska, A. (2020). Does the dubbing effect apply to voice-over? A conceptual replication study on visual attention and immersion. Journal of Specialised Translation, 33, 41-69.

Szarkowska, A. (2020) Subtitling for the deaf and the hard of hearing. In: Ł. Bogucki & M. Deckert (Eds.) Handbook of Audiovisual Translation and Media Accessibility, (pp. 249-268). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-42105-2_13

Szarkowska, A. (2020). Between creators and their audiences – reception studies in subtitling for the deaf and the hard of hearing. In I. Szymańska & A. Piskorska (Eds.), Between cultures, between languages. Essays in honour of Professor Aniela Korzeniowska, (pp. 110-122). Semper.

Mieszkowska, K., Otwinowska, A., Białecka-Pikul, M., Kiebzak-Mandera, D., Opacki, M., & Haman, E. (2020). Polish MAIN: how was it developed and how has it been used so far?. ZAS Papers in Linguistics, 64, 169-181.

Díaz-Cintas, J., & Szarkowska, A. (2020). Introduction: Experimental Research in Audiovisual Translation – Cognition, Reception, Production. Journal of Specialised Translation, 33, 3-16.

Dutka, Ł., Szczygielska, M., Szarkowska, A., Figiel, W., Romero-Fresco, P., Pöchhacker, F., Tampir, M., Robert, I., Schrijver, I., Haverhals, V. i Meiriño, J. (2020) Jak realizować napisy na żywo w edukacji. Wytyczne w zakresie organizacji zajęć edukacyjnych z napisami na żywo.

Fryer, L., & Walczak, A. (2020) ‘Immersion, presence and engagement in audio described material’. In Sabine Braun and Kim Starr (eds) Innovation in Audio Description Research (pp. 13-32). Routledge: London and New York.

Oziemblewska, M., Szarkowska, A. (2020) The quality of templates in subtitling. A survey on current market practices and changing subtitler competences. Perspectives. Studies in Translation Theory and Practice. https://doi.org/10.1080/0907676x.2020.1791919

Saerens, G., Tampir, M., Dutka. Ł, Szczygielska, M., Szarkowska, A., Romero-Fresco, P., A., Pöchhacker, F., Figiel, W., Schrijver, I., Haverhals, V., Robert, I., (2020) Jak realizować napisy na żywo w telewizji. Wytyczne w zakresie produkcji programów telewizyjnych z napisami na żywo.

Saerens, G., Tampir, M., Dutka. Ł, Szczygielska, M., Szarkowska, A., Romero-Fresco, P., A., Pöchhacker, F., Figiel, W., Schrijver, I., Haverhals, V., Robert, I., (2020) How to implement live subtitling on TV.

Szarkowska, A., & Boczkowska, J. (2020). Colour coding subtitles in multilingual films – a reception study. Perspectives, 1-17. https://doi.org/10.1080/0907676X.2020.1853186

Szczygielska, M., Dutka, Ł., Szarkowska, A., Romero-Fresco, P., Pöchhacker, F., Tampir, M., Figiel, W., Moores, Z., Robert, I., Schrijver, I., Haverhals, V. (2020) Jak realizować napisy na żywo podczas wydarzeń. Wytyczne w zakresie organizacji wydarzeń z napisami na żywo.

Szczygielska, M., & Kalata Zawłocka, A. (2020) Wytyczne na czas kryzysu w sprawie sposobu realizacji i jakości tłumaczeń na język migowy w utworach audiowizualnych. Instytut Lingwistyki Stosowanej Uniwersytetu Warszawskiego, Warszawa.
[English version] Szczygielska, M., & Kalata Zawłocka, A. (2020) Guidelines on the provision of sign language interpreting in the media in times of crisis. Institute of Applied Linguistics, University of Warsaw. Warsaw.