Laura Schall-Leckrone

Associate Professor

faculty laura schall-leckrone

Laura Schall-Leckrone teaches in the graduate Teaching English to Speakers of Other Languages and English Language Learners (TESOL/ELL) programs at Lesley. Prior to completing her doctorate, she worked for seventeen years as a bilingual teacher, Spanish teacher, and K-12 curriculum director in urban and suburban public school settings. Her teaching and research center on the preparation of teachers to teach linguistically diverse youth and pedagogy that promotes disciplinary and critical literacies.

Laura 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.

Laura was one of the speakers at a 2018 Lesley-hosted dual-language conference sponsored by the Multistate Association for Bilingual Educators, with colleagues Meg Burns and Amanda Wager. Read more.


BA, Swarthmore College
MAT, School for International Training
PhD, Boston College

Selected Publications

  • Schall-Leckrone, L. & Barron, D. (2018). Apprenticing students and teachers into historical content, language, and thinking through genre pedagogy. In De Oliveira, L.C. & Obenchain, K. (Eds.) Teaching social studies to English language learners: Preparing pre-service and inservice teachers. Basingstoke, United Kingdom: Palgrave, Macmillan.
  • Schall-Leckrone, L. (2018). Coursework to classroom: Learning to scaffold instruction for emerging bilingual learners. Teacher Education Quarterly.
  • Schall-Leckrone, L. (2017). Genre pedagogy: A framework to prepare history teachers to teach language. (2017).TESOL Quarterly, 51, 2, 358-382. 
  • 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.

Selected Presentations

  • Schall-Leckrone, L. & Burns, M. (2018). From border-crossing to critical consciousness: A continuum of culturally responsive dispositions in preservice teachers. Paper presented at the American Educational Research Association (AERA) Conference in New York City, NY, April 16
  • Schall-Leckrone, L.  & Barron, D.S. (2018). Re-imagining history: Preparing teachers to teach critical literacy skills of civic engagement to bilingual learners through genre pedagogy, Paper presented at the American Educational Research Association (AERA) Conference in New York City, NY, April 13.
  • Schall-Leckrone, L. & Barron, D. (2016). Leveraging literacy for social transformation: Using genre pedagogy to equip culturally and linguistically diverse adolescents to write historical explanations.  Paper presented at the Literacy Research Association Conference. Nashville, TN. November 30.
  • Schall-Leckrone, L. & Merrill, K. (2016). Rethinking read-alouds for English learners: Teaching language during strategy instruction. Workshop presented at the Literacy for All Conference. Providence, RI. October.
  • Schall-Leckrone, L. (2016). Self-Study in TESOL Teacher Education: How to Prepare Linguistically-Responsive Teachers? MATSOL Conference. Framingham, MA. May 5.
  • Schall-Leckrone & Barron, D. (2016). How could it happen: Using genre pedagogy to teach bilingual adolescents to explain life-changing events. Community of Scholars Day. Lesley University. April 30.
  • Schall-Leckrone, L. (2016). Toward a coherent approach to preparing teachers to teach language to emergent bilingual learners: Self-Study in TESOL Teacher Education. AERA Convention. Washington DC. Structured Poster Session, April 9.
  • Madigan Peercy, M, Sharkey, J., Schall-Leckrone, L. & Racines, D. (2016). Using Self-Study to Advance Research in TESOL Teacher Education. TEIS/AERA intersession panel. Paper presented at TESOL Convention. Baltimore, MD, April 7.
  • Schall-Leckrone, L, Lira, S, Homza, A., Dávila, S. & Bruzzese, C. (2015). RETELL Roundtable: District and higher education efforts to prepare SEI teachers. Presented at the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) Conference. May 8th.
  • Schall-Leckrone, L & Stadfeld, D. (2015). Teaching the language of explanations: The path from narration to argumentation. Workshop presented at the Massachusetts Association of Teachers of Speakers of Other Languages (MATSOL) Conference. May 8th.
  • Schall-Leckrone, L. (2014). (Re) imagining the future of our American history: A genre-based framework for teaching bilingual adolescents to read and write history. Paper presented at the Literacy Research Association (LRA) Annual Conference in Marco Island, FL, December 3.  
  • Schall-Leckrone, L. (2014). From coursework to classroom: Learning to scaffold instruction for ELs. Paper presented at Teachers of English to Speakers of Other Languages (TESOL) Convention. Portland, OR. March 29.
  • Schall-Leckrone, L. (2014). Re(writing) history: A framework for teaching bilingual learners key genres of secondary history. Paper presented at the American Association of Applied Linguistics (AAAL). Portland, OR. March 23.
  • Schall-Leckrone, L. (2013). Coursework to classroom: How secondary content teachers learn to scaffold instruction for English learners. Paper presented at Massachusetts Association of Colleges for Teacher Education (MACTE). Holy Cross College, Worcester, MA. October 25.
  • Schall-Leckrone, L. (2013). Fostering disciplinary literacy skills of adolescent bilingual learners (BLs):  Teaching the language of history. Academic Language in the Content Areas for English Learners Conference. St Michael’s College, Colchester, VT.  May 16th.
    McQuillan, P.J., Enterline, S., Schall-Leckrone, L., Kershner, B. & Backe, S. (2012). Leadership in urban schools: Creating a common culture. NEERO, Portsmouth, NH. May 3.
  • Schall-Leckrone, L. & Pavlak, C.M. (2012). Teach the students not the course: Preparing secondary content teachers to teach English learners. AERA Meeting, Vancouver, BC. April 15
  • Schall-Leckrone, L. & McQuillan, P.J. (2012). Integrating language and content instruction in history: Preparing pre-service history teachers to work with English learners. AERA Meeting, Vancouver, BC. April 14.
  • Schall-Leckrone, L. & O’Connor, K. (2012). Equipping teachers to provide content-based language learning to English learners. TESOL Convention. Philadelphia, PA. March 29.