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Alisa Leckie - Georgia Southern University. Statesboro, GA, US

Alisa Leckie Alisa Leckie

Associate Professor | Georgia Southern University

Statesboro, GA, UNITED STATES

Alisa Leckie's research is focused in the areas of education of language minority students, and analyzing policies impacting education.

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Biography

Dr. Alisa Leckie is an Associate Professor in Middle Grades & Secondary Education. Her research interests include the education of language minority students, critical analysis of policies impacting education, literacy across the content areas and adolescent literacy.

Areas of Expertise (3)

Literacy Across the Content Areas and Adolescent Literacy

Education of Language Minority Students

Critical Analysis of Policies Impacting Education

Accomplishments (6)

Jack Miller Award

2018 Awarded for Teaching Excellence

Excellence in Teaching, Billy Lane Lauffer Middle School

2011

Golden Bell Award Recipient for student achievement in Sierra’s Dual-Language Program, Arizona State School Board Association

2005

Star Teacher, Sunnyside Unified School District

2003

Teacher of the Year, Southern Arizona Middle Level Association

2002

Teacher of the Year, Southern Arizona Middle Level Association

1996

Education (3)

University of Arizona: Ph.D., Teaching, Learning and Sociocultural Studies 2013

University of Arizona: M.A., Bilingual/Multicultural Education 1998

University of Arizona: B.A., English, Education, Spanish 1994

Affiliations (6)

  • Literacy Research Association
  • International Literacy Association
  • American Educational Research Association
  • Teachers of English to Speakers of Other Languages
  • Georgia TESOL
  • Association of Middle Level Educators

Articles (5)

Curriculum Integration: An Overview

Current Issues in Middle Level Education

Wall, Amanda; Leckie, Alisa

2017 Curriculum integration is a tenet of middle level education. "This We Believe," the position paper of the Association for Middle Level Education, advocates for curriculum that is exploratory, relevant, integrative, and meaningful for young adolescents. Teachers can integrate curriculum across content areas by anchoring units of study in issues and themes that are determined along with students. Researchers have studied curriculum integration in different capacities, and further research can continue to explore the impact of this approach to curriculum.

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Preparing English Language Learners for Academic Writing: A Functional Linguistic Approach

Georgia Southern University

Li, Jinrong & Alisa Leckie

2017 In this presentation, we share a unit of lesson plans for teaching academic writing to middle school English language learners. Based on functional perspectives of language development and social practice theory, we illustrate how game-based activities can be structured to help ELLs move from less-literacy demanding, context-rich tasks to more literacy demanding, de-contextualized tasks in order to assist their development of academic vocabulary and understanding of theoretical concepts in writing such as audience and purposes. Implications for classroom structure and scaffolding for ELLs are discussed and demonstrated.

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Writing as Active Participation in STEM Discourses

Student Success in Writing Conference

Schreiber, Joanna & Alisa Leckie

2016 The presenters advocate one way to address sometimes problematic relations between STEM experts and diverse public audiences. By incorporating an active participation heuristic into current STEM writing initiatives (beginning with middle school), they prepare experts to participate reciprocally with public audiences.

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The need for speed: A critical discourse analysis of the reclassification of English language learners in Arizona.

Language Policy

Leckie, A., Kaplan, S., & Rubinstein-Ávila, E.

2012 Several states, including Arizona, have enacted English-only legislation, within the past decade, impacting the schooling of students who are identified as English language learner (ELLS). As a result, ELLS in Arizona are assigned to a prescriptive program—apart from their fluent English-speaking peers—for 4 h a day, during a time “not normally to exceed 1 year.” The ultimate goal is to reclassify ELLs to fluent English proficient (FEP) status, exit them from the program and integrate students into “mainstream” classrooms, where no additional support services are offered. Since language policies are dictating the instructional policy decisions regarding assessment and reclassification of ELLS, the authors argue that it is necessary to critically examine how English-only policies—especially the discourse of policy making—contribute to the shift in the definition of reclassification, its process and ultimately, the consequences for students. Thus, the paper unpacks the shifts in reclassification policy and process; our critical discourse analysis of the legislators’ meetings, based on the work of van Leeuwen (Discourse Commun 1(1):91–112, 2007), show that although Arizona’s ELL Task Force set out to develop an educational policy to prepare ELLS linguistically and academically within one school year, the timeframe (or time limit) took precedence to the academic preparedness of newly reclassified students—a population that is academically vulnerable.

The impact of English-Only Legislation on Teacher Professional Development: Shifting Perspectives in Arizona

Theory into Practice

Kaplan, S. & Leckie, A.

2009 Language minority students represent an increasing percentage of the school-age student population in the United States. Because the number of English language learners (ELLs) is on the rise nationwide, some states have enacted English-only legislation that impacts the educational experiences of ELLs and the teachers who work with them. Many teachers are now responsible—for the first time—for the linguistic and academic success of this student population; therefore, many states and districts have mandated teacher training. The authors' work as co-staff developers over the past 7 years has highlighted the cyclic trends of teachers attending the workshops and the need to maintain a positive stance and ground training sessions in real classroom practices and experiences. As such, the interactive Structured English Language (SEI) training deepens the professional knowledge and strengthens the instructional skills of all certified teachers who attend the workshops and training sessions.

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