Becoming a Golden Hawk means more than just cheering on our (really good) varsity teams – it means being a student who cares about your community, who works hard in the classroom, and who takes advantage of all the learning opportunities that can happen outside the classroom, too.
literacy development of adolescent refugees with limited or interrupted prior education
culturally sustaining pedagogy
oral history research methodologies
Biography / Academic Background
I received a Bachelor of Arts (1995) from The University of Waterloo in French Teaching Specialization and a Bachelor of Education (1995) from Brock University. As an Ontario Certified Teacher (OCT) I taught French as a Second Language and English as a Second Language in public and private schools in Ontario and Québec. I later pursued graduate studies in literacy and language education. I received a master’s degree (1999) from Northern Illinois University (DeKalb, IL) and a doctorate (2004) from The University of Georgia (Athens, GA).
I am passionate about pedagogy — the art and science of teaching. My university teaching has been widely recognized: Meredith Professors Teaching Excellence Award, Syracuse University (2007); Alumni Excellence award for excellence in teaching, research, and service to the literacy research community, Northern Illinois University (2014); Sustained Excellence in Teaching Award, Wilfrid Laurier University (2016); Hoffman-Little Award for Faculty for excellence in teaching, research, and professional endeavor, Wilfrid Laurier University (2016).
Research Interests / Ongoing Projects
My research is informed by community-engaged research, which aims to use the space of research to engage with practical problems defined by community stakeholders and whose solutions are of interest to a larger community. One of my overarching goals is to give voice to marginalized individuals and communities.
My most recent work examines the impact of early literacy instructional interventions on the English language and literacy development of low literacy adolescent refugees, also known as students with limited or interrupted education. To extend my work with adolescent refugee students I completed the Global Mental Health: Trauma and Recovery Certificate Program through Harvard University (2015).
My research can be found in journals such as TESOL Quarterly, The Journal of Adolescent and Adult Literacy, The Journal of Children's Literature, Middle School Journal, and Oral History Forum histoire orale.
Awards and Achievements
Sustained Excellence in Teaching Award (2016), Wilfrid Laurier University, Waterloo, ON.
Hoffman-Little Award for Faculty (2016), Wilfrid Laurier University, Waterloo, ON.
Outstanding Literacy Alumni Award, Northern Illinois University’s College of Education (2014), De Kalb, IL.
Meredith Professors’ Recognition Award for Excellence in University Teaching (2007), Syracuse University, Syracuse, NY.
Decolonizing Education Certificate (in progress), Centre for Indigegogy, Wilfrid Laurier University, Waterloo, ON.
Public Sector Leadership Certificate (2020), Cornell University, Ithaca, NY.
Women in Academic Leadership Certificate (2018), Centre for Higher Education Research and Development (CHERD), University of Manitoba, Winnipeg, MB.
Certificate in Global Mental Health: Trauma and Recovery (2015), The Harvard Medical School, Harvard University, Boston, MA.
Student Opportunities / Supervising
I am willing to supervise graduate students researching issues related to educational access and language and literacy development of refugee children and youth, topics related to the decolonization of education and topics related to the literacy development of English language learners in elementary and secondary school settings.
Montero, M. K., & Al Zouhouri, A. (forthcoming). Fear not the trauma story: A trauma-informed perspective to supporting war-affected refugees in schools and classrooms. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Training, teaching, and learning. Springer.
Ledger, S., & Montero, M. K. (forthcoming). Transforming ESL pedagogies: A teacher’s journey from subject-centered to student-centered pedagogy when teaching print literacy to SLIFE. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Training, teaching, and learning. Springer.
Montero, M. K., & Washington, R. D. (2020/2011). Narrative approaches: Exploring the phenomenon and/or method. In N. K. Duke & M. H. Mallette (Eds.), Literacy research methodologies (3rd ed., pp. 291–312). Guilford.
Montero, M. K. (2019). Humanizing literacy instruction for refugee newcomers: Implications for teacher education. In J. Mueller & J. Nickel (Eds.), Globalization and diversity in education: What does it mean for Canadian teacher education? (pp. 316–353). Canadian Association of Teacher Education.
Montero, M. K.(2018). Narratives of trauma and self-healing processes in a literacy program for adolescent refugee newcomers. In S. Shapiro, R. Farrelly, & M. J. Curry (Eds.), Education refugee-background students: Critical issues and dynamic contexts (pp. 92–106). Multilingual Matters. https://doi.org/10.21832/9781783099986-011
Newmaster, S., Woomert, A., & Montero, M. K.(2017). A language experience approach to developing print and financial literacy with adolescent refugees. In M. Dantas-Whitney & S. Rilling (Eds.), Voices from the TESOL classroom: Participant inquiries in secondary classes (pp. 7–14). TESOL Press.
Montero, M. K., & Kuhn, M. R. (2016). 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 (2nd ed., pp. 182–205). New York: Guilford.
Cummins, J., Hu, S., Markus, P., & Montero, M. K.(alphabetical order) (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555–581. https://doi.org/10.1002/tesq.241
Sider, S., Montero, M. K., Dénommé-Welch, S., King, A., & Pelich, J. (2015). University-school-community practices for peace and justice. In R. Amster, L. Finlay, R. McKutcheon & E. Pries (Eds.), Peace studies between tradition and innovation (pp. 154-174). Cambridge Scholars.
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. https://doi.org/10.1002/jaal.318
Montero, M. K. (2012). Literary artistic spaces engage middle grades teachers and students in critical-multicultural dialogue: Urban students write about their lives in one-word poems and on traveling scrawled walls. Middle School Journal, 44(2), 28–36. https://doi.org/10.1080/00940771.2012.11461845
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).
Montero, M. K. (2012). Teaching tips: Validating and building on storied literary responses. Language Arts, 90(1), 40.
Montero, M. K. (2008). Classroom language and literacy learning focusing on the teaching of culturally, linguistically, and ethnically diverse students: A syllabus. In L. M. Morrow, L. C. Wilkinson & V. Chou (Eds.), Improving literacy achievement in urban schools: Critical elements in teacher preparation (pp. 224–235). International Reading Association.
Montero, M. K. (Ed.). (2007). Soul talk: Urban youth poetry. New City Community Press.
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. Allyn & Bacon.
Book Reviews Completed While Editor of the Professional Resources Text and Resource Review Forum for the Journal of Adolescent and Adult Literacy, Volumes 62 and 63
Montero, M. K. (2020). Preparing the future: A review of Transcultural Literacies: Re-visioning relationships in teaching and learning. Journal of Adolescent & Adult Literacy, 63(6), 724–727. https://doi.org/10.1002/jaal.1053
Montero, M. K., & Newmaster, S. (2019). Guiding Teachers to Flow with the Translanguaging Corriente: A Review of The Translanguaging Classroom. Journal of Adolescent & Adult Literacy, 62(4), 470–472. https://doi.org/10.1002/jaal.929
Montero, M. K. (2019). Creating cultural sustenance in the classroom: A review of culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Journal of Adolescent & Adult Literacy, 62(6), 698–701. https://doi.org/10.1002/jaal.956
Montero, M. K. (2019). Toward rehumanization: A review of feeding the roots of self-expression and freedom. Journal of Adolescent & Adult Literacy, 63(1), 118–120. https://doi.org/10.1002/jaal.974
Montero, M. K. (2019). Creating analytic writers: A review of beyond literary analysis: Teaching students to write with passion and authority about any text. Journal of Adolescent & Adult Literacy, 63(4), 482–484. https://doi.org/10.1002/jaal.1028
Montero, M. K. (2019). It takes a School Village: A Review of Teaching Reading to English Learners, Grades 6-12. Journal of Adolescent & Adult Literacy, 62(5), 587–590. https://doi.org/10.1002/jaal.946