Audrey Lucero became interested in education in the late 1990s when she spent three years teaching English as a Foreign Language in Seoul, South Korea and Caracas, Venezuela. In particular, she became interested in language learning among children exposed to various languages in the home and school environments. Upon returning to the U.S., she received a Master’s degree in Elementary Education at Seattle University and went on to teach first grade in Seattle Public Schools.
In her role as a teacher of emergent readers and writers in Seattle – most of whom spoke Spanish, Chinese, or Vietnamese at home – Audrey began to appreciate the challenges that learning to read in English presents to children who are learning it as their second language in U.S. public schools. As the school transitioned to a Dual Language Immersion school, she was involved in a number of conversations about the benefits of home language instruction for these kids, as well as the structural and ideological challenges to doing so. Following this desire to know more, she took on doctoral work at the University of Washington, graduating in 2011 with a Ph.D. in Language and Literacy Education.
In her time at UO, Audrey has taught courses in language, literacy, and bilingualism at the undergraduate, Master’s and doctoral level. She involves graduate students in her data collection, analysis, and writing. On campus, she is an active member of the Latinx Strategy Group, the Dreamers Working Group Steering Committee, and the Center for Latino/a & Latin American Studies.
Honors and Awards
2018 UO P.A.T.O.S. (Patos Avanzando Tradiciones Orgullosamente y Sobresaliendo) Award
2016-2017 Faculty-in-Residence Fellow, UO Center on Diversity & Community
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
Fritz, R., Harn, B., Biancarosa, G., Lucero, A., Flannery, B. (2018). How much is enough? Increasing observation efficiency to improve intervention instruction. Assessment for Effective Intervention, 44(2), 135-144. doi: 10.1177/1534508418772909
Olivos, E.M. & Lucero, A. (2018). Latino parents in dual language immersion programs: Why are they so satisfied? International Journal of Bilingua Education and Bilingualism. Advance online publication. doi: 10.1080/13670050.2018.1436520
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.
Lochmiller, C.R., Lucero, A., Lester, J.N. (2016). Challenges for a new bilingual program: Implementing the International Baccalaureate’s primary years programme in four Colombian schools. Journal of Research in International Education, 15(2), 155-174. doi: 10.1177/1475240916660803
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
Audrey Lucero's work investigates the oral language development of young Spanish-English bilingual children. Her current research focuses specifically on the development of discourse and linguistic skills among Latinx bilingual children enrolled in either dual language immersion programs or English only programs. She is interested in understanding the role of these instructional contexts in supporting (or foreclosing) ongoing development in the two languages, especially as children progress through the first three years of formal schooling. She is part of the Alliance for Language and Literacy in the College of Education, https://blogs.uoregon.edu/theallianceforlanguageandliteracy/