Christine Montecillo Leider
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Christine Montecillo Leider, PhD
Teacher Educator. Education Researcher.

Publications

Below are all  publications listed in chronological order. You can use the links above to sort through my publications by topic or type.​

Leider, C.M., Tigert, J.M., Norova, N.*(2024). Teaching culturally and linguistically diverse learners: a content analysis of teacher professional organizations’ position statements. Teachers College Record. https://doi.org/10.1177/01614681241252502

Leider, C.M., Tigert, J.M., Norova, N., Fouhti, G., Wang, T., & Sawyer, J. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education.

Ahmed, A. & Leider, C.M. (2024).  Stimulated Recall, Teacher Beliefs, and Instructional Practices: Using structured reflective practice to examine teacher talk. TESOL Journal. https://doi.org/10.1002/tesj.838

Forzani, E., Dobbs, C.L., Leider, C.M., Malik, E., Gragg, M., Greszczuk, C., & Jesberger, C. (2024). Students as Partners: Using an Equity-oriented Critical Assessment Practices (CAPS) Approach in Reading to Empower Students and Inform Instruction. Reading Teacher.

Dobbs, C.L., Forzani, E., & Leider, C.M. (2023). How critical is critical enough?: Forefronting critical consciosness when engagin in critical online reasoning and evaluation (CORE). The Reading Teacher. https://doi.org/10.1002/trtr.2238

Dobbs, C. L. & Leider, C.M. (2023). What values about language variation are communicated through writing rubrics? International Council of Teachers of English Newsletter, Issue 7, 13-17.

Leider, C.M. & Dobbs, C. L. (2022). Being ‘diverse’ in the midst of pandemics and protests: Understanding misalignments between institutional and individual values for women of color academics. New Horizons in Adult Education and Human Resource Development.

Leider, C.M. & Tigert, J. (2022). English language development specialists' views on emergency remote teaching. TESOL Journal.

​Dobbs, C.L., Leider, C.M., Tigert, J. (2022). A Space for English Learners and Multilingualism?: Using S-STEP to Examine World Language Teacher Education. International Multilingual Research Journal, 16(3), 237-245.

Tigert, J.M. & Leider, C.M. (2022). Beyond the “core” curriculum: expanding access to multilingual learners. International Multilingual Research Journal, 16(3), 181-183.

Leider, C.M. (03 January 2022). Creating a culture of shared responsibility in multilingual learner teacher education. WIDA Voices from the Field Series. 

​Leider, C.M., Colombo, M.W., & Nerlino, E. (2021). Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies effectively prepare teachers of ELs? Educational Policy Archives Analysis, 29 (100).

Dobbs, C.L. & Leider, C.M. (16 November 2021). How Can We More Explicitly Teach the Value of Language Diversity to Our Students? Invited blog post for the National Council for Teachers of English.

Dobbs, C. L. & Leider, C.M. (2021). What values about language variation are communicated through writing rubrics? The English Journal, 110 (6), 60-68.

​Leider, C.M., Dobbs, C.L., & Tigert, J. (2021). What the #CancelTheTest Advocates are Missing: Examples from the World of English Learners. ​TESOL Connections.

​Dobbs, C. L. & Leider, C.M. (2021). “Does this happen to everyone?": Women professors of color reflect on experiences in the academy, A Duoethnography. International Journal of Qualitative Research.

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Dobbs, C.L. & Leider, C.M. (2021) A LangCrit Analysis of Teachers’ Beliefs about Language Learning and Language Diversity.  Journal of Multilingual Theories and Practices, 2(1), 25-46.

Leider, C.M., Ross, M., & Schantz, M. (2021). A cycle of unshifting practices and perspectives: disrupting the cycle through anti-racist pedagogy.  In  J. Bempechat & M. Jimenez-Silva (Eds.), Latinx Experiences in U.S. Schools: Voices of Students, Teachers, Teacher Educators and Education Allies in the Age of Trump.
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Tigert, J. & Leider, C.M. (2021). Beyond the core: Preparing art educators to meet the needs of multilingual learners. 
TESOL Quarterly.


Leider, C.M. & Tigert, J. (2021). Access and the arts: Teacher preparation  to support multilingual students’ full participation in the arts. MATSOL Currents, 43 (2), 39-43.

Leider, C.M. & Tigert, J. (monthly fall 2020). Online Teacher Education Resources in ELT Monthly Blog Series. TESOL Blog. 

Colombo, M., Tigert, J., & Leider, C.M. (2020). Creating a space for writers' voices: Translingual writing in middle and high school English classes. The Leaflet, 117(1), 20-29.
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Ross, M. & Leider, C.M. (2020). Sustaining an asset-based approach in distance education. MATSOL Currents, 43 (1), 33-37.


Leider, C.M., Tigert, J. & Colombo, M.W. (19 June 2020). Issues of Equity and Access in the (Distance) Education of English Learners. Invited blog post for MATSOL: Equity & Excellence for English Learners Blog. ​

Tigert, J., Leider, C.M., & Colombo, M. (04 May 2020). “Thrown to the wolves” - Teacher education during a pandemic. Invited blog post for MATSOL: Equity & Excellence for English Learners Blog. 
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Colombo, M., Tigert, J. M., & Leider, C. M. (2019). Positioning teachers, positioning learners: Why we should stop using the term English learners. TESOL Journal, e00432. 
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Leider, C.M., Proctor, C.P., & Silverman, R. (2018). Language growth trajectories: Does immigrant generation status moderate linguistic interdependence?  International Journal of Bilingual Education and Bilingualism. DOI: https://doi.org/10.1080/13670050.2018.1500998.

Colombo, M., Tigert, J., & Leider, C.M. (2018). The state of teacher preparedness to teach emergent bilingual learners: Perspectives of 45 English language education directors, MATSOL Currents, 41 (1), 52-58.

​Leider, C.M. (2018). Bilingualism through the public eye. MATSOL Currents, 41 (1), 46-48.

Leider, C.M. (02 December 2018). Multilingual Spaces for Multilingual Students. Invited blog post for the Massachusetts Reading Association Literacy Coaches Blog

Louick, R., Leider, C.M., Daley, S. & Proctor, C.P. (2016). Motivation for Reading Among Struggling Middle School Readers: A Mixed Methods Study. Learning and Individual Differences, 49, 260-269.
 
Leider, C. M., Proctor, C.P., & Silverman, R.D. (2014). The Biliteracy Translation Measure: Using written translations to index bilingualism and biliteracy in Spanish and English.  NYS TESOL Journal, 1, 9-24.
 
Proctor, C.P., Daley, S., Louik, R., Leider, C.M., & Gardner, G. L. (2014). How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum. Learning and Individual Differences, 36, 76-83.
 
Leider, C.M., Proctor, C.P., Silverman, R.D., & Harring, J. (2013). Examining the role of vocabulary depth, cross-linguistic transfer, and types of reading measures on the reading comprehension of Latino bilinguals in elementary school. Reading & Writing: An Interdisciplinary Journal, 26, 1459-1485.
 
Proctor, C.P., Silverman, R.D., Harring, J., & Montecillo, C. (2012). The role of vocabulary depth in predicting reading comprehension among English monolingual and Spanish-English bilingual children in elementary school. Reading & Writing: An Interdisciplinary Journal, 25 (7), 1635-1664.
Chris Montecillo Leider
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Assistant Professor
School of Education
University of Massachusetts Lowell