Audrey Lucero
Biography
Audrey Lucero is Professor of Language & 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. 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. She also has an interest in critical picturebook analysis. She spent winter term 2025 as a visiting researcher at Lancaster University it the UK. 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. She is a member of the Literacy Research Association, the American Educational Research Association, the National Council of Teachers of English, and the Children’s Literature Assembly. You can see all of her publications at GoogleScholar.
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 Bilingualism, 21(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, 1419-1433. doi: 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, 107-123. doi: 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, 155-174. doi: 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, 177-178. doi: 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