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Audrey Lucero

Audrey Lucero's picture

Contact Info

Office Location: 
126C Lokey Education
Associate Professor, Language and Literacy Education
Ph.D., Education - Language Literacy & Culture, University of Washington, 2011
MA, Elementary Education, Seattle University, 2002
BA, Psychology, Boston University, 1996
BS, Broadcasting, Boston University, 1996
Research and Outreach Unit(s): 

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,


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.

Lucero, A. (2018). The development of bilingual narrative retelling among Spanish-English dual language learners over two years. Language, Speech, and Hearing Services in Schools. 49, 607-621.

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. (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.

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(4), 534-561.

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(2), 155-174.

Lucero, A.  (2012). Demands and opportunities: analyzing academic language use in a first grade dual language program. Linguistics and Education, 23(3), 177-178.

Lucero, A. (2010). Dora’s Program: The role of a constructively marginalized paraprofessional and her developmental biliteracy program. Anthropology and Education Quarterly, 41(2), 126-143