Audrey Lucero is an assistant professor whose work broadly investigates the experiences of Spanish-speaking Latin@s with the U.S. public school system. Three specific strands of inquiry guide her current research agenda: 1) oral language and reading achievement among young Spanish-English emergent bilingual children; 2) dual language immersion education programs as venues for biliteracy development and community empowerment; and 3) the experiences of Latin@ undergraduate students at predominantly White state universities. She has presented at national and international conferences, and her work has been published in Anthropology and Education Quarterly, Linguistics and Education, Journal of Early Childhood Literacy, Child Development and elsewhere.
Lucero, A. (In press). 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.
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