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Wilfrid Laurier University Leaf
October 1, 2016
Canadian Excellence
M. Kristiina Montero

Dr. M. Kristiina Montero

Associate Professor

Contact Information
Phone: 519-884-0710 ext.3571

Office Location: BA313H
Office Hours: By appointment
Languages Spoken


Academic Background
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


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 for a few years 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 was recognized with the Meredith Professors Teaching Excellence Award at Syracuse University (2007). More recently, I was honored with an Alumni Excellence award (2014) from Northern Illinois University for excellence in teaching, research, and service to the literacy research community.

At Laurier, I teach in the Bachelor of Education and Master of Education programs. In the BEd program, I coordinate and teach courses related to language and literacy development of children and youth: EU425: Language and Literacy, Primary; EU426: Language and Literacy, Junior, and EU427: Language and Literacy, Intermediate. In addition, I developed courses in the new “Diversity Series” including EU493: First Nations, Métis, and Unit (FNMI) Issues in Educational Contexts; EU492: Equity and Diversity in Schools and; EU491: English Language Learners in the Classroom. In the MEd program, I currently serve as Graduate Program Coordinator and have taught the following courses: EU501: Investigating the Relationship between Theory and Practice; EU505: Qualitative Research Methods in Education and; EU598 Capstone Seminar. Our MEd program has a May intake each year.

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.

Additional Information

Selected publications

  • Newmaster, S., Woomert, A., & Montero, M. K. (accepted). Making financial literacy accessible and relevant to low literacy adolescent refugees in public schools. In M. Dantas-Whitney & S. Rilling (Eds.), Voices from the TESOL classroom: Participant inquiries in secondary classes. Alexandria, VA: TESOL Press.

  • Montero, M.K., & Kuhn, M.R. (in press). 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.). New York: Guilford.
  • Cummins, J., ΩHu, S., ΩMarkus, 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.
  • 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). Newcastle upon Tyne, United Kingdom: 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. doi: 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 ones word poems an don traveling scrawled walls. 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).
  • 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. H. Mallette (Eds.), Literacy research methodologies (2nd. ed., pp. 331-352). New York: Guilford.
  • 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 focusing on the teaching of culturally, linguistically, and thnically 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). Mahwah, NJ: International Reading Association.
  • Montero, M.K. (Ed.). (2007). Soul talk: Urban youth poetry. Philadelphia: 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. Boston, MA: Allyn & Bacon.