Dr. Schall-Leckrone is director of the TESOL and Bilingual Education Programs in the Language and Literacy Division.
Professional Title: Assistant Professor
Areas of Academic Focus and Expertise: Preparing teachers to work with culturally and linguistically
diverse children; second language and literacy development; disciplinary
literacy; collaborative leadership.
Area of Work and Concentration at Lesley: Teaching English to Speakers of Other Languages (TESOL)
and bilingual education.
Representative List of Recent Courses Taught: Teaching Reading and Writing to Speakers of Other Languages and Dialects; Sheltered English Immersion (PreK-6); Sheltered English Immersion (5-12); Teaching English to Speakers of Other Languages: Content Areas
Education: BA, Swarthmore College; MAT, School for International Training; PhD, Boston College.
Representative List of Recent Publications / Exhibitions:
Schall-Leckrone, L. & Pavlak, C.M. (2015) Methods and beyond: Learning to teach Latino bilingual learners in mainstream secondary classes. The Association of Mexican American Educators (AMAE) Journal. Schall-Leckrone,
L. & McQuillan, P.J. (2014). Collaboration within a Teacher Education
Program: Preparing History Teachers to Teach English Learners. In J. Nagle
(Ed.) Creating Collaborative Learning Communities to Improve English
Learner Instruction: College Faculty, School Teachers, and Pre-service
Teachers Learning Together in the 21st Century. Charlotte, NC: Information
Age Publishing, Inc.Schall-Leckrone, L. & McQuillan, P.J.
(2012). Preparing History Teachers to Work with English Learners through a
Focus on the Academic Language of Historical Analysis. Journal of English
for Academic Purposes, 11, 246-266.Schall-Leckrone, L. &
O’Connor, K. (2012). Fostering
Content-Based Instruction through Collaboration. Invited article. TESOL
Connections. August.Representative List of Recent
Presentations and Papers:
to completing her doctorate, Laura worked for seventeen years as a bilingual
teacher, Spanish teacher, and K-12 curriculum director in urban and suburban
public schools settings. Her teaching and research center on the preparation of
teachers to teach linguistically diverse youth and pedagogy that promotes
disciplinary and critical literacies. She is currently engaged in collaborative classroom-based research with high school history teachers aimed at teaching adolescent bilingual learners literacy skills of civic engagement, such as telling a compelling story, explaining phenomena, and advancing an argument.
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