An article published by Dr. Christine Montecillo Leider, BU Wheelock Clinical Assistant Professor for Language Education and Program Director of Bilingual Education and TESOL Licensure has been reported as one of the top downloaded articles in TESOL Journal last year.
The article, “Positioning teachers, positioning learners: Why we should stop using the term English learners” is co-authored by University of Massachusetts Lowell College of Education faculty, Michaela Colombo and Johanna Tigert. It was published in TESOL Journal’s June 2019 issue and examines the effect of labeling students based solely on their English proficiency – a practice that often leads to students being described from a deficit perspective.
“Dr. Colombo, Dr. Tigert, and I have been working together for a while now and one thing we often talk about is how as teacher educators we need to do a better job of connecting with practicing teachers in the articles we publish,” Dr. Leider explains. “This article is the first in a series of pieces we have been working on that speak directly to practitioners about considerations for working with multilingual learners. Learning that it has been downloaded by many members of the larger TESOL community was really exciting – especially because TESOL Journal is one of the flagship journals for TESOL practitioners!”
TESOL Journal (TJ) is a double-blind peer-reviewed, practitioner-oriented electronic journal that publishes articles based on current theory and research in the field of teaching English to speakers of other languages (TESOL). TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theory can inform, shape, and ground teaching practices and perspectives.
At BU Wheelock, Dr. Leider works with student teachers and practicing teachers in developing the theoretical foundations, critical perspectives, and research-based instructional tools for working with culturally and linguistically diverse students. Dr. Leider utilizes quantitative, qualitative, and mixed-methods approaches to answering multifaceted questions about the educational experiences of multilingual learners. Her research focuses on bilingual language and literacy practices; policy and civil rights issues regarding teacher training and multilingual learners’ access to education; teacher beliefs about language; and developing bilingual models of reading comprehension.