Christine Montecillo Leider
Biographic Data
| ID | 4621480 |
|---|---|
| NAME | Christine Montecillo Leider |
| GIVEN NAMES | Christine Montecillo |
| FAMILY NAME | Leider |
| SIGNATURE | LEIDER C M |
| AFFILIATIONS | Boston University |
| ORCID | 0000-0003-1617-8527 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
“Just for the Sake of Giving It
Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers’ beliefs about homework’s purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding c…
I still think that standard English is important”
Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary component for academic success, although interviewees could not recall ever being explicitly taught this …
High Schools' Role in Promoting Equity for Multilingual Learners' Access to College
High school plays a pivotal role in preparing students for college. Accordingly, a large body of research examines how high schools shape general education students' postsecondary options. However, there is a dearth of research on high schools' role in promoting multilingual learners' (MLs) college access. MLs' educational experiences differ from those of other minoritized students because MLs are still developing English language proficiency whi…
Teaching Culturally and Linguistically Diverse Learners
Background or Context: Teachers are often positioned as the main providers of educational equity and access for culturally and linguistically diverse learners (CLDLs). Teachers’ beliefs regarding this population can play a major role in their instructional and curricular decisions. Purpose, Objective, Research Question, or Focus of Study: In this study, we use a lens of professionalization to examine how teacher beliefs might be influenced during…
The centrality of English as one legacy of Lau
All Over the Map
Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. O…
Our own ring of stones in the river”
A space for culturally and linguistically diverse learners
When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack th…
Beyond the “Core” curriculum
Classrooms are becoming increasingly multilingual spaces (Lucas, Strom, Bratkovich, & Wnuk, 2018; Villegas, SaizdeLaMora, Martin, & Mills, 2018), but teachers continue to feel unprepared to meet th
Beyond the “Core”
Classrooms in English‐dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre‐ and in‐service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core …
Decentralization, teacher quality, and the education of English learners
English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play …
Language growth trajectories
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement, the study reports on the English developmental trajectories of 112 Latinx bilinguals in second, third, …
Does this happen to everyone?”
Women of Color in higher education often experience cultural taxation alongside feelings of invisibility and hypervisibility. In this paper, two women faculty of color use duoethnography, a dialogic research method, to unpack a shared journal that documented their own experiences of navigating and negotiating predominantly White academic spaces. By analyzing their experiences, the researchers discovered that their shared journal revealed similar …
Does this happen to everyone?”
Women of Color in higher education often experience cultural taxation alongside feelings of invisibility and hypervisibility. In this paper, two women faculty of color use duoethnography, a dialogic research method, to unpack a shared journal that documented their own experiences of navigating and negotiating predominantly White academic spaces. By analyzing their experiences, the researchers discovered that their shared journal revealed similar …
The centrality of English as one legacy of Lau
All Over the Map
Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. O…
Our own ring of stones in the river”
Decentralization, teacher quality, and the education of English learners
English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play …
Language growth trajectories
This two-year longitudinal study examined the role of linguistic interdependence between Spanish and English among a group of first, second, and third generation immigrant Spanish-English bilingual children. Starting from a theoretical perspective on linguistic interdependence that takes into account linguistic constructs and their measurement, the study reports on the English developmental trajectories of 112 Latinx bilinguals in second, third, …
Does this happen to everyone?”
Women of Color in higher education often experience cultural taxation alongside feelings of invisibility and hypervisibility. In this paper, two women faculty of color use duoethnography, a dialogic research method, to unpack a shared journal that documented their own experiences of navigating and negotiating predominantly White academic spaces. By analyzing their experiences, the researchers discovered that their shared journal revealed similar …
A space for culturally and linguistically diverse learners
When considering access to broader learning opportunities beyond the core curriculum for Culturally and Linguistically Diverse Learners (CLDLs), the world language classroom is rarely a space that offers such access, despite the fact that CLDLs should have as much access to the development of multilingualism through school curricula as dominant English speakers. In this paper, three teacher educators use a reflective, dialogic method to unpack th…
Beyond the “Core” curriculum
Classrooms are becoming increasingly multilingual spaces (Lucas, Strom, Bratkovich, & Wnuk, 2018; Villegas, SaizdeLaMora, Martin, & Mills, 2018), but teachers continue to feel unprepared to meet th
Beyond the “Core”
Classrooms in English‐dominant countries are increasingly multilingual spaces, and research has called for teacher preparation to focus more specifically on the needs of culturally and linguistically diverse (CLD) learners. Indeed, efforts have been made to better train pre‐ and in‐service teachers of math, social science, English language arts, and sciences to work with CLD learners. However, we argue that concentrating efforts only in the core …
Teaching Culturally and Linguistically Diverse Learners
Background or Context: Teachers are often positioned as the main providers of educational equity and access for culturally and linguistically diverse learners (CLDLs). Teachers’ beliefs regarding this population can play a major role in their instructional and curricular decisions. Purpose, Objective, Research Question, or Focus of Study: In this study, we use a lens of professionalization to examine how teacher beliefs might be influenced during…
The centrality of English as one legacy of Lau
All Over the Map
Dually identified (DI) students, or classified English Learners (ELs) with documented disabilities, are legally entitled to services that address both their disability- and language-related learning needs. We contend that unless state education agencies (SEAs) furnish local education agencies (LEAs) with high-quality guidance pertaining to this population of students, many schools and districts will remain unable to fulfill their legal mandate. O…
Our own ring of stones in the river”
“Just for the Sake of Giving It
Homework is a common practice in US schools, with much discussion of its potential benefits and drawbacks. But there is more to learn about the complexities of teachers’ beliefs about homework’s purpose, benefits, and challenges. This interview study with elementary teachers uses a beliefs framework to explore beliefs and their influence on perceptions of homework. Findings reveal a web of tensions around homework broadly, with teachers holding c…
I still think that standard English is important”
Foundational skills are often viewed as necessary components for automaticity in reading and writing. In this study, we draw on teacher interviews to explore what secondary English/language arts teachers identify as necessary language for successful school writing. Findings suggest that teachers believe White mainstream English is a necessary component for academic success, although interviewees could not recall ever being explicitly taught this …
High Schools' Role in Promoting Equity for Multilingual Learners' Access to College
High school plays a pivotal role in preparing students for college. Accordingly, a large body of research examines how high schools shape general education students' postsecondary options. However, there is a dearth of research on high schools' role in promoting multilingual learners' (MLs) college access. MLs' educational experiences differ from those of other minoritized students because MLs are still developing English language proficiency whi…
Psychology (12 works) · Mathematics education (9 works) · Pedagogy (9 works) · Sociology (9 works) · Multilingual Education and Policy (7 works) · Political science (6 works) · Linguistics (5 works) · Education Systems and Policy (4 works) · Teacher education (4 works) · Computer Science (3 works)