Dr. M. Kristiina Montero
Contact InformationEmail: firstname.lastname@example.org
Phone: 519-884-0710 ext.3571
Office Location: BA313H
Office Hours: By appointment
Doctor of Philosophy, Reading Education, 2004
The University of Georgia, Athens, GA
Ecological Perspectives of Intergenerational Minority Language Transmission: An Oral History of a Spanish Heritage Language Community in Ontario, Canada (Dissertation Chair: Dr. Donna E. Alvermann)
Master of Science in Education, Reading Education, 1999
Northern Illinois University, DeKalb, IL
Bachelor of Education, 1995
Brock University, St. Catharines, ON
Bachelor of Arts, Honours French Teaching Specialization, 1995
University of Waterloo, Waterloo, ON
Dr. Montero received her Bachelor of Arts from The University of Waterloo in French Teaching Specialization and her Bachelor of Education from Brock University. After teaching French as a second language and English as a second language for a few years in public and private schools in Ontario and Québec she pursued graduate studies in literacy and language education. She received her master’s degree from Northern Illinois University (DeKalb, IL) and her doctorate from The University of Georgia (Athens, GA).
Prior to coming to WLU, Dr. Montero was a faculty member in the School of Education at Syracuse University (Syracuse, NY) where she taught undergraduate and graduate courses in language arts methods and curriculum, children’s literature, literacy across the lifespan, and oral history research methodologies and narrative analysis. She was awarded a Meredith Recognition Award for excellence in university teaching in 2007. She was also an Education Alliance Research Fellow (2008-2009) at Brown University (Providence, RI), a program that focused on studying the effective practices for promoting language acquisition and developing literacy for social and academic purposes for English language learners.
At WLU, Dr. Montero teaches courses in Bachelor of Education program (EU410: Language and Literacy I; EU411: Language and Literacy II; EU406: Equity and diversity in the classroom; EU460: English Teachable) and in the Masters of Education program (EU501: Critical Theory & Praxis; EU505: Qualitative Research Methods in Education and EU598: Masters Capstone Course).
Dr. Montero’s research is informed by community-engaged research/public scholarship. Her research interests include the English language and literacy development of nonliterate and semiliterate ELLs with limited prior schooling, culturally responsive teaching practices, the development and maintenance of heritage language literacy alongside the development of English language literacy practices, international, global, and multicultural children’s literature, and urban education.
Montero, M. K., Newmaster, S., & Ledger, S. (2014). Exploring early reading instructional strategies to advance the print literacy development of adolescent SLIFE. Journal of Adolescent and Adult Literacy. doi: 10.1002/jaal.318
Dénommé-Welch, S., & Montero, M. K. (2014). De/colonizing preservice teacher education: Theatre of the academic absurd. Journal of Language and Literacy Education, 10(1), 136-165. Available online at http://jolle.coe.uga.edu/wp-content/uploads/2014/05/Decolonizing-Preservice-Teacher-Education-DenommeMontero.pdf
Montero, M. K., Bice-Zaugg, C., Marsh, A. C. J., & Cummins, J. (2013). Activist literacies: Validating Aboriginality through visual and literary identity texts. Journal of Language and Literacy Education, 9 (1), 73-94. Available online at http://jolle.coe.uga.edu/wp-content/uploads/2013/06/Validating-Aboriginality.pdf
Montero, M. K. (2012). Literary artistic spaces to engage middle school teachers and students in critical multicultural dialogue. Middle School Journal, 44 (2), 28-36.
Montero, M. K., Ibrahim, H., Loomis, C., & Newmaster, S. (2012). Teachers, flip your practices on their heads!: Refugee students' insights into how school practices and culture must change to increase their sense of school belonging. Journal of Multiculturalism in Education, 8(3). Available at: https://www.wtamu.edu/webres/File/Journals/MCJ/Volume%208%20Number%203/Montero%20-%20Teachers%20Flip%20Your%20Practices%20on%20Their%20Heads!.pdf
Montero, M. K., & Rossi, M. A. (2012). Exploring Oral History Methodology as a Culturally Responsive Way to Support the Writing Development of Secondary English Language Learners. Oral History Forum d'Histoire Orale, 32 (1). Available at: http://www.oralhistoryforum.ca/index.php/ohf/article/view/430/494
Montero, M. K. (2012). Teaching tips: Validating and building on storied literary responses. Language Arts, 90 (1), 40.
Montero, M. K., & Washington, R. D. (2011). Narrative approaches: Exploring the phenomenon and/or method. In N. K. Duke & M. Mallette, H. (Eds.), Literacy research methodologies (2nd. ed., pp. 331-352). New York: Guilford Press.
Montero, M. K., & Kuhn, M. R. (2009). English-Language Learners and Fluency Development: More Than Speed and Accuracy. In L. Helman (Ed.), Literacy Development with English Learners: Research-Based Instruction in Grades K-6 (pp. 156-177). New York: Guilford.
Montero, M. K. (2008). Classroom Language and Literacy Learning. In L. M. Morrow, L. C. Wilkinson & V. Chou (Eds.), Improving the preparation of teachers of reading in urban areas: Policy, pedagogy, and practice (pp. 224-235). Mahwah, NJ: International Reading Association.
Montero, M. K. (Ed.). (2008). eThemes of the Times for Literacy. New York: Allyn & Bacon.
Montero, M. K. (Ed.). (2007). Soul Talk: Urban Youth Poetry. Philadelphia: New City Community Press. (Distributed by Syracuse University Press, Syracuse, NY).
Montero, M. K., & Robertson, J. M. (2006). "Teachers can't teach what they don't know:" Teaching teachers about international and global children’s literature to facilitate culturally responsive pedagogy. Journal of Children's Literature, 32(2), 27-35.
Alvermann, D. E., Swafford, J.,& Montero, M. K. (2004). Content area literacy instruction for the elementary grades. Boston, MA: Allyn & Bacon.