Profile picture of Audrey Lucero

Audrey Lucero

Professor
CLLAS, College of Education, Critical and Sociocultural Studies in Education, IRES, Latinx
Phone: 541-346-8069
Office: 126C Lokey Education Bldg
Research Interests: Schooling For Latinx Students and Others From Marginalized Communities, and How Those Experiences Influence Their Identities as Literate Beings, Critical Literacy, Elementary & Middle School Education, Teacher Education, Children's Picture Books

Biography

Audrey Lucero is Professor of language and literacy education in the Department of Education Studies at the University of Oregon. She is a current co-editor of the journal English Teaching: Practice & Critique. In winter term 2025, she is a visiting researcher in the department of  Linguistics & English Language at Lancaster University, UK. Her research interests are always evolving but are centered on schooling for Latinx students and others from marginalized communities, as well as how those experiences influence their identities as literate beings. Methodologically, she uses corpus linguistics and critical discourse analysis to analyze the ways in which pre-service and in-service teachers discuss race, ethnicity, language, and immigration. Her recent work has been published in Teaching and Teacher Education; Journal of Language, Identity, and Education; Critical Discourse Studies; and The Reading Teacher, among other journals. In her time at UO, she has worked closely with the Center for Latino/a and Latin American studies, the Latinx Strategies group, the Dreamers Working Group, and the Latinx Scholars First-Year Academic Residential Community.

Education

PhD, 2011, University of Washington
Major: Education - Language Literacy & Culture

MA, 2002, Seattle University
Major: Elementary Education,

BA, BS, 1996, Boston University
Majors: Psychology, Broadcasting & Film

Honors and Awards

2021-2022        Student Engagement Research Network (SERN) Mid-Career Fellowship

2016-2017        Faculty-in-Residence Fellow, UO Center on Diversity & Community

Publications

Selected Publications

Lucero, A., Mitteis, M., Bermúdez, B. (2024). Spotlights and shadows: Linguistic and cultural (in)visibility among transnational students in an International Baccalaureate school. Diaspora, Indigenous & Minority Education. https://doi.org/10.1080/15595692.2024.2340666

Lucero, A. (2024). Learning to read critically: Professional development with picturebooks. Teaching and Teacher Education, 142. https://doi.org/10.1016/j.tate.2024.104521

Lucero, A. (2024). Matching or clashing? Teachers analyzing picturebooks using an equity-focused text analysis tool. The Reading Teacher. https://doi.org/10.1002/trtr.2326

Lucero, A., Bermúdez, B, Mitteis, M. (2023). “We are not all named María”: Building transnational identities in a U.S. International Baccalaureate high school, 1-15. Journal of Language, Identity, and Education. https://doi.org/10.1080/15348458.2023.2263075

Lucero, A., & Avelar, J.D. (2023). ‘It’s probably still written by a white person’: Challenging assumptions about racial identity in a critical professional development course. Critical Discourse Studies, 23(4), 383-399. https://doi.org/10.1080/17405904.2022.2164788

Lucero, A., Avelar, J.D. (2022). Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in virtual professional development course. English Teaching: Practice & Critique, 21(4), 483-495. https://doi.org/10.1108/ETPC-05-2022-0065

Lucero, A., Bermúdez, B., Mitteis, M. (2021). Crossing borders: The perspectives of transnational students in one Oregon high school. In R. Bussell (Ed.), A state of immigrants: New research on the immigrant experience in Oregon. Eugene, OR: University of Oregon.

Lucero, A., Donley, K., Bermudez Bonilla, B. (2021). The English referencing behaviors of first and second grade Spanish-English emergent bilinguals in oral narrative retells. Applied Psycholinguistics.

Holguin, C.M., Romero Montaño, L., Lucero, A., Dorantes, A., Taylor, A. (2021). Too Latinx or not Latinx enough? Racial subtexts and subjectivities at a predominantly white university. Journal of Latinos and Education.

Olivos, E.M. & Lucero, A. (2020). Latino parents in dual language immersion programs: Why are they so satisfied? International Journal of Bilingual Education and Bilingualism, 23(10), 1211-1224. doi: 10.1080/13670050.2018.1436520

Lucero, A. & Uchikoshi, Y. (2019) Narrative assessment with first grade Spanish-English emergent bilinguals: Spontaneous versus retell conditions. Narrative Inquiry, 29(1), 137–156. doi: 10.1075/ni.18015.luc

Lucero, A. (2018). Oral narrative retelling among emergent bilinguals in a dual language immersion program. International Journal of Bilingual Education and Bilingualism21(2), 248-264. doi: 10.1080/13670050.2016.1165181

Lucero, A., Dorantes, A.A., Holguin Mendoza, C., & Romero Montaño, L. (2017). Reforzando las redes: Supporting Latino/a undergraduates at a state flagship university. Journal of Hispanic Higher Education. doi: 10.1177/1538192717741671

Lucero, A. (2016). Investigating the simple view of reading with young Spanish-English emergent bilingual children. Journal of Bilingual Education Research and Instruction, 18(1), 8-28.

Lucero, A. (2015). Cross-linguistic lexical, grammatical, and discourse performance on oral narrative retells among young Spanish speakers. Child Development, 86, 1419-1433doi: 10.1111/cdev.12387

Lucero, A. (2015). Dual language teachers’ use of conventional, environmental, and personal resources to support academic language development. Bilingual Research Journal, 38, 107-123doi: 10.1080/15235882.2015.1017028

Lucero, A.  (2015). Who’s holding el marcador? Peer linguistic mediation gone awry in a dual language classroom. Journal of Language, Identity, and Education, 14, 219-236. doi: 10.1080/15348458.2015.1070571

Lucero, A. (2014). Teachers’ use of linguistic scaffolding to support the academic language development of first grade emergent bilingual students. Journal of Early Childhood Literacy, 14, 534-561. doi: 10.1177/1468798413512848

Elfers, A., Lucero, A., Stritikus, T., & Knapp, M. (2013). Building systems of support for classroom teachers working with English Language Learners. International Multilingual Research Journal, 7, 155-174doi: 10.1080/19313152.2012.665824

Lucero, A.  (2012). Demands and opportunities: analyzing academic language use in a first grade dual language program. Linguistics and Education, 23, 177-178doi: 10.1016.j.linged.2012.05.004

Lucero, A. (2010). Dora’s Program: The role of a constructively marginalized paraprofessional and her developmental biliteracy program. Anthropology and Education Quarterly, 41, 126-143. doi: 10.1111/j.1548-1492.2010.01074.x