Profile picture of Audrey Lucero

Audrey Lucero

Associate Professor
CLLAS, College of Education, Critical and Sociocultural Studies in Education, IRES, Latinx
Phone: 541-346-8069
Office: 126C Lokey Education Bldg
Research Interests: Schooling For Latinx Students and Others From Marginalized Communities, and How Those Experiences Influence Their Identities As Literate Beings


Audrey Lucero is Associate Professor of language and literacy education in the Department of Education Studies. She is a current co-editor of the journal English Teaching: Practice & Critique. 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. 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 uses 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. Her recent work has been published in Teaching and Teacher Education; Journal of Language, Identity, and Education; Critical Discourse Studies; and The Reading Teacher, among other journals.


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


Lucero, A., Mitteis, M., Bermúdez, B. (2024). Spotlights and shadows: Linguistic and cultural (in)visibility among transnational students in an International Baccalaureate school. Diaspora, Indigenous & Minority Education.

Lucero, A. (2024). Learning to read critically: Professional development with picturebooks. Teaching and Teacher Education, 142.

Lucero, A. (2024). Matching or clashing? Teachers analyzing picturebooks using an equity-focused text analysis tool. The Reading Teacher.

Lucero, A., Bermúdez, B, Mitteis, M. (2023). “We are not all named María”: Building transnational identities in a U.S. International Baccalaureate high school, 1-15. Journal of Language, Identity, and Education.

Lucero, A., & Avelar, J.D. (2023). ‘It’s probably still written by a white person’: Challenging assumptions about racial identity in a critical professional development course. Critical Discourse Studies, 23(4), 383-399.

Lucero, A., Avelar, J.D. (2022). Exploring the challenges and possibilities of critical literacy pedagogy: K-8 teacher discussions about race in virtual professional development course. English Teaching: Practice & Critique, 21(4), 483-495.

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 Bilingualism21(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, 1419-1433doi: 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, 107-123doi: 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, 155-174doi: 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, 177-178doi: 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

Honors and Awards

2021-2022        Student Engagement Research Network (SERN) Mid-Career Fellowship

2016-2017        Faculty-in-Residence Fellow, UO Center on Diversity & Community