Audrey Lucero
Biography
Audrey Lucero is an associate professor of language and literacy education in the Department of Education Studies. She has been at the University of Oregon since 2011. She is also the director of the UO Latinx Studies program, which launched in 2020. In her role as professor, Dr. Lucero teaches courses at the undergraduate, masters, and doctoral level. She has chaired 5 dissertations and served as a committee member on many more. 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. This work has various strands, including investigating the language and literacy practices of bilingual elementary school children in both Spanish and English, as well as considering the instructional practices teachers enact to facilitate those practices. Her most recent work in this area is focused on critical literacy pedagogy and she is facilitating teacher professional development workshops to this end. She is using critical discourse analysis to analyze the ways in which teachers who participate in professional development discuss race, ethnicity, language, and similar issues both in their classrooms and among themselves.
In her role as director of the Latinx Studies program, Dr Lucero works closely with the Center for Latino/a and Latin American studies, the Latinx Strategies group, the Dreamers Working Group, and the Latinx Scholars Academic Residential Community (ARC). She is one of the faculty directors of the ARC and teaches a fall seminar with first-year students.
Education
Ph.D., 2011, University of Washington
Major: Education - Language Literacy & Culture
M.A., 2002, Seattle University
Major: Elementary Education,
B.A., B.S., 1996, Boston University
Majors: Psychology, Broadcasting & Film
Honors and Awards
2020-2021 Student Engagement Research Network (SERN) Mid-Career Fellowship
2016-2017 Faculty-in-Residence Fellow, UO Center on Diversity & Community
Publications
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