Office: Cardinal Cushing Library, Room G08E
Office hours: Tuesday and Wednesday, 9:45 a.m.-11:45 a.m.; by appointment also
Ed.D., Boston University; M.Ed., George Washington University; B.S.LA., Georgetown University
Dr. Leighton earned her undergraduate degree from Georgetown University with a Spanish major and an Arabic minor. While teaching at a language immersion, elementary public charter school in Washington, D.C. she earned her M.Ed. from George Washington with licensure to teach Spanish and ESL. She continued to pursue her interest in bilingualism and biliteracy at Boston University where she earned her Ed.D. in the field of literacy and language. Dr. Leighton joined Emmanuel College in the fall of 2010. She is committed to instructing undergraduate and graduate students in effective literacy practices as they prepare to teach an increasingly diverse student population.
Dr. Leighton is interested in better understanding the literacy learning experiences of children and adults who are acquiring English as another language through collaborative and individual research. In addition she is devoted to helping pre-service and in-service teachers to understand and effectively teach English language learners.
What I Love About Emmanuel:
I love working with my students here at Emmanuel. It is inspiring to work with pre-service teachers, to share with them my experiences as a former classroom teacher, and to give them tools that will help them transform the lives of others through education.
Dr. Leighton is currently involved in several research projects to help deepen understanding about language and literacy learning. The first study stems from Dr. Leighton's doctoral work and investigates the writing development of bilingual middle school students of varying Spanish and English proficiencies. Dr. Leighton is collaborating with colleagues at Boston University on a study that focuses on the literacy development of immigrant parents and their children as they participate in a family literacy program. She is also working with a colleague from Boston University on a study exploring how to facilitate young English language learners' understanding of complex texts. In addition, she is involved in a project called "Enhancing literacy instruction through coaching and interactive technology" (ELICIT). This project brings researchers from Boston University and Boston College together with Boston public school teachers to focus on literacy instructional needs and literacy outcomes for culturally and linguistically diverse students.