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PUBLICATIONS

2025

  • Otwinowska, A. Silva, B., Ambroziak, A., Broniś, O., Janczarska A., & Foryś-Nogala, M. (2025): Adapting the Vocabulary Knowledge Scale to measure L3 lexical knowledge, International Journal of Bilingual Education and Bilingualism, Online first, 1-21. https://doi.org/10.1080/13670050.2025.2585260
  • Otwinowska, A., Silva, B. B., Broniś, O., Ambroziak, A., Janczarska, A., Jastrzębski, B., & Foryś-Nogala, M. (2025). Learning L2-L3 cognates and L1-L2-L3 cognates in class: A longitudinal experiment in raising awareness of L2-L3 similarity. Lingua, 328, 104057, 1-19. https://doi.org/10.1016/j.lingua.2025.104057
  • Broniś, O., Foryś-Nogala, M. & Otwinowska, A. (2025). Teachers beware: L3 cognates may be difficult to learn. Spelling errors and the multilingual mental lexicon. System 135, 103851, 1-15. https://doi.org/10.1016/j.system.2025.103851.
  • Foryś-Nogala, M., Silva, B., Ambroziak, A., Broniś, O., Janczarska, A., Jastrzębski, B. and Otwinowska, A. (2025). Cumulative L1–L2–L3 lexical similarity versus L2–L3 lexical similarity: What impacts learners’ L3 word knowledge and L3 word processing more?. Bilingualism: Language and Cognition 1–14. https://doi.org/10.1017/S1366728925000410.
  • Cybulska-Gómez de Celis, K. Otwinowska, A. & Foryś-Nogala, M. (2025). Do Personality, Competence in Third Languages and Teaching Experience Predict Attitudes of Trainee Teachers to Plurilingual Didactics? Advances in Cognitive Psychology 21(3),  299-308. DOI: 10.5709/acp-0466-5
  • Szarkowska, A., Jankowska, A. (2025) Introducing Audiovisual Translation. Routledge.
  • Szarkowska, A., Ragni, V., Szkriba, S., Black, S., & Orrego-Carmona, D. (2025). The effect of subtitle speed and individual differences on subtitle processing in L1 and L2: an eye-tracking study on intralingual English subtitles. JoSTrans: The Journal of Specialised Translation. Issue 44, pp. 105-125.
  • Hu, B., Valdez, S. & Ragni, V. (2025). (De)constructing Trust in High-Stakes Intercultural Communication: Theoretical, Methodological and Practical Challenges. Special Issue of Translation Studies, 18(2).
  • Muszyńska, K., Łuniewska, M., Dynak, A., Kolak, J., Lohrum, R., Otwinowska, A., … Haman, E. (2025). Bilinguals’ knowledge of ‘home’ and ‘school’ words revisited: evidence from Polish-English bilinguals. International Journal of Bilingual Education and Bilingualism, 28 (1), 73-91. https://doi.org/10.1080/13670050.2024.2399639.
  • Broś, K., Czarnocka-Gołębiewska, K., Mołczanow, J., Szupica-Pyrzanowska, M. (2025). The role of expertise in coping with accents during simultaneous interpreting: A pupillometric study. Interpreting 2025 vol. 1.
  • Banasik-Jemielniak, N., Kochańska, M., Obarska, M., Zajączkowska, M., Świderska, J., & Haman, E. (2025). Comparing Online and Face-to-Face Administration of the Polish Sentence Repetition Task in Monolingual and Multilingual Children: Higher Scores in Face-to-Face Testing. Language and Speech, 00238309251394372. DOI: 10.1177/00238309251394372
  • Belteki, Z., Ward, E. K., Begum-Ali, J., van den Boomen, C., Bölte, S., Buitelaar, J., Charman, T., Demurie, E., Falck-Ytter, T., Hunnius, S., Johnson, M. H., Jones, E. J. H., Oosterling, I., Pasco, G., Pijl, M. K. J., Radkowska, A., Rudling, M., Tomalski, P., Warreyn, P., Junge, C., & Haman, E. (2025). A Concurrent Validity Study of the Mullen Scales of Early Learning (MSEL) and the MacArthur-Bates Communicative Developmental Inventory (CDI) in Infants with an Elevated Likelihood or Diagnosis of Autism. Journal of Autism and Developmental Disorders. DOI: 10.1007/s10803-024-06652-4
  • Hamdani, S., Chan, A., Kan, R., Chiat, S., Gagarina, N., Haman, E., Łuniewska, M., Polišenská, K., & Armon-Lotem, S. (2025). Identifying developmental language disorder (DLD) in multilingual children: A case study tutorial. International Journal of Speech-Language Pathology, 27(2), 157–171. DOI: 10.1080/17549507.2024.2326095
  • Hansen, P. B., Krysztofiak, M., Łuniewska, M., Burdach, M., Hernæs, K., Kilanowska, J., Krajewski, G., Krupa-Gaweł, K., Pacewicz, J., Sandbakken, M., Skorpen, A., Romøren, A. S. H., Haman, E., & Garmann, N. G. (2025). Are parental perceptions of child language skills and language environment reflected in direct bilingual assessment? A study of Polish-Norwegian preschool children. International Journal of Bilingual Education and Bilingualism, 1–22. DOI: 10.1080/13670050.2025.2576067
  • Kamykowska, J., Łuniewska, M., Banasik-Jemielniak, N., Czaplewska, E., Kochańska, M., Krajewski, G., Maryniak, A., Wiejak, K., Krasowicz-Kupis, G., & Haman, E. (2025). Co-occurrence and cognitive basis of low language and low reading skills in children speaking a transparent language. Reading and Writing. 38(3), 765–788, DOI: 10.1007/s11145-024-10537-4
  • Krysztofiak, M., Łuniewska, M., Chyl-Tanaś, K., Hansen, P., Kołak, J., Muszyńska, K., Gram Simonsen, H., Wodniecka, Z., Haman, E. (2025). Searching for words: picture naming errors and contributing factors in bilingual and monolingual children aged 3–7 years. International Journal of Bilingual Education and Bilingualism, 28(7), 707-725, DOI: 10.1080/13670050.2025.2455671
  • Lally, S., Banasik‐Jemielniak, N., Haman, E., & Antonijevic, S. (2025). Language assessment of Polish‐English bilingual children by speech and language therapists who do not speak Polish: A feasibility study of a novel scoring schema for Sentence‐Repetition‐Tasks. International Journal of Language & Communication Disorders, 60(2), e70005
  • Lozano, I., Duszyk-Bogorodzka, A., Ribu, I. S., Falkiewicz, N., Ogonowska, W., Dynak, A., Köder, F., Tomalski, P., Fryzowska, E., Krajewski, G., Rummelhoff, C., Varona, E. C., Krupa-Gaweł, K., Laumann, L., Garmann, N. G., & Haman, E. (2025). The Development of Semantic Integration in Bilingual Toddlers Measured by N400. Developmental Cognitive Neuroscience, 101599. DOI: 10.1016/j.dcn.2025.101599
  • Łuniewska, M., Krysztofiak, M., Białek, W., Burdach, M., Komorowska, E., Krajewski, G., Pacewicz, J., Radzikowska, J., Garmann, N. G., & Haman, E. (2025). Polish LITMUS Cross-Linguistic Lexical Task: Reliability, validity, and norms for monolingual 3- to 5-year olds. First Language, 01427237251336497.  DOI: 10.1177/01427237251336497
  • Muszyńska, K., Krajewski, G., Dynak, A., Garmann, N. G., Romøren, A. S. H., Łuniewska, M., Alcock, K., Katsos, N., Kołak, J., Simonsen, H. G., Hansen, P., Krysztofiak, M., Sobota, K., & Haman, E. (2025). Bilingual children reach early language milestones at the same age as monolingual peers. Journal of Child Language, 1–24. DOI: 10.1017/S0305000924000655

2024

  • Silva, B., Ragni, V., Otwinowska, A. & Szarkowska, A. (2024). Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study. Language Learning & Technology, 28(1), 1–25. https://hdl.handle.net/10125/73592
  • Otwinowska, A. (2024) Cross-linguistic influence and language co-activation in acquiring L3 words: What empirical evidence do we have so far? Second Language Research. 40(3), 765-783. https://doi.org/10.1177/02676583231176371
  • Łuniewska, M., Krysztofiak, M. & Haman, E. (2024) Parental report of vocabulary in 3- to 6-year-old Polish children: Reliable but not valid. International Journal of Language & Communication Disorders, 1–14. https://doi.org/10.1111/1460-6984.13101
  • Hamdani, S., Chan, A., Kan, R., Chiat, S., Gagarina, N., Haman, E., Łuniewska, M., Polišenská, K., & Armon-Lotem, S. (in press). Identifying Developmental Language Disorder (DLD) in bilingual children during the pandemic: examining the potential of remote online assessments. International Journal of Speech-Language Pathology. http://dx.doi.org/10.1080/17549507.2024.2326095
  • Timmer, K., Wolna, A., & Wodniecka, Z. (2024). The impact of cues on language switching: do spoken questions reduce the need for bilingual language control? Bilingualism: Language and Cognition. DOI: 10.1017/S1366728924000841
  • Muszyńska, K., Krajewski, G., Dynak, A., Garmann, N. G., Romøren, A. S. H., Łuniewska, M., Alcock, K., Katsos, N., Kołak, J., Simonsen, H. G., Hansen, P., Krysztofiak, M., Sobota, K., & Haman, E. (2025). Bilingual children reach early language milestones at the same age as monolingual peers. Journal of child language, 1–24. Advance online publication. https://doi.org/10.1017/S0305000924000655
  • Muszyńska, K., Kołak, J., Haman, E., Białecka-Pikul, M., & Otwinowska, A. (2024). Metacognitive verbs do not show a cross-language gap: An investigation of metacognitive and concrete verbs in bilingual children. International Journal of Bilingualism 28(3), 316-336. https://doi.org/10.1177/13670069221149941
  • Lew, J. W., Łuniewska, M., Lee, S. T., & Yap, N. T. (2025). Assessing vocabulary size in Malaysian preschoolers: insights from the Malaysian English cross-linguistic lexical task and parents of multilingual children questionnaire. International Journal of Bilingual Education and Bilingualism, 1–16. https://doi.org/10.1080/13670050.2024.2446996
  • Kamykowska, J., Łuniewska, M., Banasik-Jemielniak, N., Czaplewska, E., Kochańska, M., Krajewski, G., Maryniak, A., Wiejak, K., Krasowicz-Kupis, G., & Haman, E. (2024). Co-occurrence and cognitive basis of low language and low reading skills in children speaking a transparent language. Reading and Writing. First View, 1-15, DOI: 10.1007/s11145-024-10537-4
  • Flis, G., & Szarkowska, A. (2024). Voice-over country? Okay, Boomer. How young viewers are disrupting the AVT landscape in Poland. Journal of Specialised Translation 42, 193-216.
  • Ludera, E., Szarkowska, A., Orrego-Carmona, D. (2024) Expertise in interlingual subtitling: applying the FAR model to study the quality of subtitles created by professional and trainee subtitlers. The International Journal for Translation & Interpreting Research, 16(1), 55-75. https://doi.org/10.12807/ti.116201.2024.a04
  • Szarkowska, A., Ragni, V., Szkriba, S., Black, S., Orrego-Carmona, D., & Kruger, J.-L. (2024). Watching subtitled videos with the sound off affects viewers’ comprehension, cognitive load, immersion, enjoyment, and gaze patterns: A mixed-methods eye-tracking study. PLoS One.
  • Szarkowska, A., Ragni, V., Szkriba, S., Black, S., Kruger, J.-L., Orrego-Carmona, D. (accepted) “That’s not what they said!” The impact of incongruities between the dialogue and intralingual subtitles on viewer experience. Perspectives. Studies in Translation Theory and Practice.
  • Szarkowska, A., Ragni, V., Szkriba, S., Orrego-Carmona, D., Black, S., Kruger, J.-L., & Krejtz, K. (2024). The impact of video and subtitle speed on subtitle reading: an eye-tracking replication study. Journal of Audiovisual Translation, 7, 1-13.

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)
  • 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
  • Zawadka, J., Miękisz, A., Nowakowska, I., Plewko, J., Kochańska, M., & Haman, E. (2021). Remote learning among students with and without reading difficulties during the initial stages of the COVID-19 pandemic. Education and Information Technologies, 26(6), 6973-6994, DOI: 10.1007/s10639-021-10559-3
  • Dynak, A., Kossowski, B., Chyl, K., Dębska, A., Dzięgiel-Fivet, G., Łuniewska, M., Plewko, J., Haman, E., & Jednoróg, K. (2021). Separating the influences of late talking and dyslexia on brain structure. Journal of Abnormal Psychology, 130(3), 286–296. DOI: 10.1037/abn0000668
  • Wojtylak, K.I. (2021). ‘Language contact and change: the case of Muruiñoz from northwest Amazonia’. Italian Journal of Linguistics, 33.1, 135-156.
  • Guerrero Beltrán, D.F. and Wojtylak, K.I. (2021). ‘Through space, relations, and thoughts: the system of postpositions in Karijona (Cariban, Amazonia)’. Studies in Language, pp. 1-35.
  • Wojtylak, K.I. (2021). Links between language and society among the Murui of Northwest Amazonia. In Aikhenvald, A.Y., Dixon, R. M. W. and Jarkey N. Integration of language and society: A cross-linguistic typology (pp. 215-234). Oxford: Oxford University Press.

2020