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. In addition, she is an active member of the Latinx Strategy Group on campus, as well as a member of the Dreamers Working Group Steering Committee.
Honors and Awards
2018 UO P.A.T.O.S. (Patos Avanzando Tradiciones Orgullosamente y
2016-2017 Faculty-in-Residence Fellow, UO Center on Diversity & Community
Lucero, A. (in press). The development of bilingual narrative retelling among Spanish-English dual language learners over two years. Language, Speech, and Hearing Services in Schools.
Olivos, E.M., Lucero, A. (2018). Latino parents in dual language immersion programs: Why are they so satisfied? International Journal of Bilingual Education and Bilingualism.
Lucero, A., Dorantes, A.A., Holguin Mendoza, C., & Romero Montaño, L. (2017). Reforzando las redes: Supporting Latina/o undergraduates at a state flagship university. Journal of Hispanic Higher Education.
Lucero, A. (2016). Oral narrative retelling among emergent bilinguals in a dual language immersion program. International Journal of Bilingual Education and Bilingualism.
Lucero, A. (2015). Cross-linguistic lexical, grammatical, and discourse performance on oral narrative retells among young Spanish speakers. Child Development, 86(5), 1419-1433.
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(4), 219-236.
Lucero, A. (2015). Dual language teachers’ use of conventional, environmental, and personal resources to support academic language development. Bilingual Research Journal, 38, 107-123.
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 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/