D. Philip Montgomery is an Assistant Professor of Multilingual Education in the Graduate School of Education at Nazarbayev University in Astana, Kazakhstan. He completed his PhD in Second Language Studies in 2024 at Michigan State University under the supervision of Professor Peter De Costa.

His research focuses on the intersection of education and sociolinguistics and draws on critical, ethnographic, and discourse analytical approaches to examine language policy and pedagogy. He is interested in theoretical orientations toward language ideologies, language teacher identy negotiation, and critical, ecological perspectives on multilingual education.

He has published on multilingual genre awareness of graduate students in English-medium instruction contexts (Journal of English for Academic Purposes), relational agency of multilingual university instructors (RELC Journal), and critical reflexive practice of graduate students (Educational Philosophy and Theory).

• Language ideologies
• Critical reflective practice
• Teacher identity, agency, and well-being
• Language policy
• Language teacher professional development
• Multilingual education
• Writing centers
• Action-oriented discourse analysis
• Critical discourse analysis
• Collaborative autoethnography

Nazarbayev University

• EDML 614 Multilingual Curriculum and Assessment (grad)
• EDML 690 Thesis Supervision I (grad)
  
• EDUC 500 Pre-sessional Academic English (grad)
• EDUC 501 English for Professional Purposes (grad)
• EDUC 502 English for Research (grad)
• EDUC 503 English for Thesis Writing (grad)
• EDUC 504 English for Thesis Writing (grad)
• EDUC 505 Academic English I (grad)
• EDUC 506 Academic English II (grad)
• EDUC 507 Academic English III (grad)
• EDUC 510 Advanced English for Education Professionals (grad)
• EDUC 511 Academic English II (grad)
• EDUC 590 Academic Writing for Doctoral Students (grad)

Michigan State University

• LLT 346 Pedagogical English Grammar for English Teachers (undergrad)
• WRA 395 Writing Center Theory and Practice (undergrad)
• LLT 856 Language Identity and Ideology in Multilingual Settings (grad)
• LLT 874 Qualitative Research in Second Language Studies (grad) 

University of Western Michigan

• TEL 6350 Research Methods in TESOL (grad)

Peer-Reviewed Journal Articles

1. Montgomery, D. P., De Costa, P. I., & Novitskaya, Y. (2025). Forging CLIL teacher identities in Kazakhstan: Developmental pathways of two university teachers. Chinese Journal of Applied Linguistics, 48(1), 30-49. https://doi.org/10.1515/CJAL-2025-0103

2. De Costa, P. I., Hartman, D., Green-Eneix, C., & Montgomery, D. P. (2025). Advancing CLIL approaches in EMI settings through international collaboration: An introduction. Chinese Journal of Applied Linguistics, 48(1), 3-11. https://doi.org/10.1515/CJAL-2025-0101

3. Banegas, D. L., Montgomery, D. P. & Raud, N. (2025). Student-teachers’ understanding of language teaching through the CLIL language triptych. Learning and Instruction, 95(102044). https://doi.org/10.1016/j.learninstruc.2024.102044 

4. Montgomery, D. P. & De Costa, P. I. (2024). Leveraging relational agency: CLIL teacher collaboration in one Kazakhstani university. RELC Journal. Advance online publication. https://doi.org/10.1177/00336882241234756

5. De Costa, P. I., Ohja, L., Lee, V., Montgomery, D. P. (2023). Decolonizing higher education: Insights from critical, collaborative professionalism in practice. Educational Philosophy and Theory, 56(8), 784–800. http://doi.org/10.1080/00131857.2023.2279925 
6. Montgomery, D. P. (2023). “This study is not without its limitations”: Acknowledging limitations and recommending future research in applied linguistics research articles. Journal of English for Academic Purposes, 101291. https://doi.org/10.1016/j.jeap.2023.101291 
7. Cinaglia, C., Montgomery, D.P. & De Costa, P.I. (2023). Teaching-as-caring and caring institutions: An ecological view of TESOL teacher well-being. The European Journal of Applied Linguistics and TEFL, 12(1), 191–211. https://doi.org/10.35542/osf.io/kf4et
8. Goodman, B. & Montgomery, D. P. (2020). “Now I always try to stick to the point”: Socialization to and from genre knowledge in an English-medium university in Kazakhstan. Journal of English for Academic Purposes, Article 100913. https://doi.org/10.1016/j.jeap.2020.100913
9. Montgomery, D. P., Sparks, J., & Goodman, B. (2019). “What kind of paper do you want from us?”: Developing genre knowledge in one Kazakhstani university postgraduate school. Journal of Learning Development in Higher Education, 15.
   https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/542

Book Chapters

1. Montgomery, D. P. (Forthcoming). Whose nexus? Moving beyond binary emic/etic positionalities in change-oriented research. In R. Dressler, E. Räsänen & M. Källkvist, (Eds.). Nexus analysis as a methodological framework for applied language studies. De Gruyter Mouton.
   
2. Montgomery, D. P. (Forthcoming). Biting off just what you can chew: Setting scope and finding a research home. In C. Cinaglia & M. D. Coss (Eds.). The Story Behind the Study: Realities and Dilemmas of Conducting Research as Applied Linguistics Doctoral Students. Applied Linguistics Press.
   
3. Cinaglia, C., Montgomery, D. P., & De Costa, P. I. (Forthcoming). Language and identity. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics (2nd ed.). Wiley.
   
4. Montgomery, D. P. (2025). “I just opened my heart”: Challenges and contradictions in multilingual teacher identity construction. In S. A. Mirhosseini & P. I. De Costa (Eds.), Critical English Medium Instruction in Higher Education (pp. 126–145). Cambridge University Press. https://doi.org/10.1017/9781009386456.011 
5. Montgomery, D. P., Green-Eneix, C., Cinaglia, C. & De Costa, P. I. (2024). Ideology. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics (2nd ed.). Wiley. https://doi.org/10.1002/9781405198431.wbeal20299 
6. Montgomery, D. P. & Kudritskaya, M. (2024). Navigating anti-plagiarism software in Kazakhstan: A duoethnographic reflection. In E. Ene, B. Gilliland, S. Henderson Lee, T. Saenkhum, & L. Seloni (Eds.), EFL writing teacher education and professional development: Voices from under-represented contexts (pp. 45–53). Multilingual Matters.
   
7. Montgomery, D. P., Cinaglia, C. & De Costa, P.I. (2024). Practicing well-being: Navigating the tensions of EFL teacher identities. In Z. Tajeddin & B. Yazan (Eds.), Language teacher identity tensions: Nexus of agency, emotion, and investment (pp. 212–230). Routledge.
   
8. Polio, C. & Montgomery, D. P. (2022). Applying a communicative competence framework to the study and teaching of second language writing. In M. Kanwitt & M. Solon (Eds.), Communicative competence in a second language: Theory, method, and applications (pp. 152–170). Routledge. https://doi.org/10.4324/9781003160779 
9. De Costa, P. I., Randez, R, Cinaglia, C. & Montgomery, D. P. (2022). Qualitative ISLA research methodologies and methods. In L. Gurzynski-Weiss, & Y. Kim (Eds.), Research methods in instructed second language acquisition (pp. 55–78). John Benjamins. https://doi.org/10.1075/rmal.3.03dec
10. Goodman, B., Kerimkulova, S. & Montgomery, D. P. (2021). Translanguaging and transfer of academic skills: Views of Kazakhstani students in an English-medium university. In B. Paulsrud, Z. Tian, & J. Toth (Eds.), English-medium instruction and translanguaging (pp. 141–157). Multilingual Matters. https://doi.org/10.21832/9781788927338-014 

Theses and Other Manuscripts

1. Montgomery D. P. (2024). Doing (it) right: Writing center consultants' re-entextualization of language ideologies. (Publication No. 31299882) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations & Theses Global. http://dx.doi.org/10.13140/RG.2.2.36380.30085
   
2. Montgomery, D. P. (2014). Intersections and divergences: Reconsidering globalization at Kazakhstan’s Nazarbayev University. Unpublished manuscript. https://doi.org/10.13140/RG.2.2.35593.44643
3. Montgomery, D. P. (2013). Language law limbo: Nationalization and globalization in Kazakhstan. Unpublished manuscript. http://dx.doi.org/10.13140/RG.2.2.10427.62248