Skip to content


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