Christine Leider.

Christine Montecillo Leider, Ph.D.

Assistant Professor, Multilingual Learner Education

Pronouns
She/Her
College
Fine Arts, Humanities and Social Sciences (FAHSS)
Department
School of Education, Center for Asian American Studies (CAAS)
Office
Coburn Hall, Room 270C
Email
christine_leider@uml.edu

Expertise

Teacher education; teacher beliefs; multilingual learner education; duoethnography; mixed-methods

Research Interests

Christine Montecillo Leider's work focuses on teacher beliefs about language diversity and policy and civil rights issues regarding teacher education and racialized multilingual learners’ access to education. She also uses critical collaborative ethnographic methods to unpack, make visible, and center the lived experiences of women of color educators and scholars.

Education

  • Doctor of Philosophy (Ph.D.): Curriculum and Instruction, Boston College
  • Master of Arts (MA): Applied Developmental and Educational Psychology, Boston College
  • Bachelor of Arts (BA): Spanish, Psychology, University of Portland

Biosketch

Chris Montecillo Leider, Ph.D., is a teacher educator and education researcher. Her experiences growing up as a Filipina American and second-generation immigrant in southeast Alaska, as well as her professional experiences teaching English and Spanish and working in predominantly white institutions have shaped both her research agenda and approach to teacher education. She is the Principal Investigator and Project Director of ROPESS, a federally funded grant to support grow your own pathways to bilingual teacher certification. Her work examining State Education Agency policies and resources for classified English learners has been nationally recognized in public education media outlets, including EdWeek and New America. Chris is the elected president of Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) and a member of the National Committee for Effective Literacy for Multilingual Learners.

Her work examining State Education Agency policies and resources for classified English learners has been nationally recognized in public education media outlets, including EdWeek and New America. She also uses critical collaborative ethnographic methods to unpack, make visible, and center the lived experiences of women of color educators and scholars. Chris is the elected president of Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) and a member of the National Committee for Effective Literacy for Multilingual Learners. She is the co-author of the forthcoming books Becoming Language Teacher Educators: Critical Friendships and Communities and Critical Disciplinary Literacy: An Equity-Driven and Culturally Responsive Approach to Disciplinary Learning and Teaching. She is also the co-editor of the forthcoming volumes Until Every Woman is Free: Equity and Belonging in the Academy through Duoethnography and Preparing Antiracist Teachers: Fostering Antiracism and Equity in Teacher Preparation.

UMass Lowell News: "New Education Professor Awarded $3.4 Million for Bilingual Teacher Training."

Affiliate websites: 

Selected Publications

Selected Presentations

  • Leider, C.M. (December 2024). How can linguistic cartography foster a dynamic perspective of languaging? Paper presented at the annual Literacy Research Association, Atlanta, GA
  • Dobbs & C.L. & Leider, C.M. (December 2024). Views of Community Literacy in a Community-School Partnership?: A Historical Document Analysis of the Boston University-Chelsea Schools Partnership. Paper presented at the annual Literacy Research Association, Atlanta, GA. Paper presented at the annual Literacy Research Association, Atlanta, GA.
  • Dobbs, C. L., Leider, C. M., McCormick, M., Scott, E. & Meier, E. (2024). Supporting student writers by teaching for agency: Toward equity and justice in our teaching and assessment of writing. Workshop presented at National Council of Teachers of English, Boston, MA.
  • Leider, C.M., Wang, T., Fotouhi, G., Norovo, N., Tigert, J.M., Ahmed, A. (April 2024). Working With Immigrant Multilingual Learners in the Visual Arts Classroom. Paper presented at the annual AERA Conference, Philadelphia, PA.
  • Nguyen, N.M. & Leider, C,M. (April 2024). Restorying the Asian Diaspora in Education: A Duoethnography About Joy. Paper presented at the annual AERA Conference, Philadelphia, PA.
  • Leider, C.M. (March 2024). Using duoethnography to document and unpack AAPI women surviving and thriving in white academia. Panel presentation at the annual AAAL Conference, Houston, TX.
  • Leider, C.M. and Dobbs, C.L. (April 2024). “What Is ‘Tenure-Worthy’ Work?” A Duoethnographic Exploration of What "Counts" in Teacher Education. Poster presented at the annual AERA Conference, Philadelphia, Pennsylvania.
  • Nguyen, N.M. and Leider, C,M. (April 2024). Restorying the Asian Diaspora in Education: A Duoethnography About Joy. Paper presented at the annual AERA Conference, Philadelphia, Pennsylvania.
  • Dobbs, C.L., Leider, C.M., Morita-Mullaney, P. (March 2024). Beyond the ‘master’s tools’: A QuantCrit framework for language education research. Paper presented at the annual AAAL Conference, Houston, Texas.
  • Deroo, M., Dobbs, C.L., Leider, C.M., and Kray, F. (November 2023). No Hierarchies Here: Interactive Dialog, Inquiry, and Writing among Teacher Educators Seeking to Support Teaching and Learning with Multilingual Youth. Paper presented at the annual Literacy Research Association, Atlanta, Georgia.
  • Leider, C.M. and Dobbs, C.L. (November 2023). Reconceptualizing Teacher Beliefs about Language: Beliefs about language learning and beliefs about language diversity. Paper presented at the annual Literacy Research Association, Atlanta, Georgia.
  • Leider, C.M. and Dobbs, C.L. (March 2023). Critical Teacher Education: Addressing and challenging deficit perspectives with teachers. Paper presented at the annual TESOL Convention, Portland, Oregon.