Audrey Lucero

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Academic language, the register necessary to be successful in school, has been widely studied in recent years. Researchers have devoted much energy to defining the construct of academic language and identifying ways that teachers can support students – particularly those learning two languages simultaneously – as they develop it. Several scholars have(More)
Within dual language education programs, well-structured peer interactions can facilitate the learning of language and curricular content simultaneously. Research has found that even very young bilingual students can engage in peer linguistic mediation to help less proficient classmates participate in small group work. In this article, I analyze two(More)
This study investigated relations among microlevel and macrolevel domains of oral narrative retells within and across the languages of Spanish-speaking bilingual children. Fifty-six first and second graders (Mage = 7 years, 3 months) were assessed on a retell task in Spanish and English. Two statistical analyses were conducted: (a) correlations within and(More)
This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will(More)
Research suggests that teachers need to scaffold emergent bilingual students as they develop the complex language associated with school success. This may especially be true in dual language settings, where children are learning two languages simultaneously. In this study, therefore, I investigate the linguistic scaffolding practices of first-grade dual(More)
This article discusses findings from a case study of one elementary bilingual paraeducator, highlighting how the recognition of situated cultural capital enabled her to move from traditional to constructive marginality. I argue that her actions, the actions of others, and conditions within the school enabled her to use culturally relevant funds of knowledge(More)
  • Ana M Elfers, Tom Stritikus, Kristin Percy Calaff, Kerry Soo, Von Esch, Audrey Lucero +9 others
  • 2009
The findings and conclusions contained in this report represent those of the authors and not necessarily those of CSTP. Teaching Profession (CSTP), a non-profit organization intent on helping students achieve by ensuring they have the teachers they need. To accomplish that goal, CSTP supports research to examine the conditions of teaching and disseminates(More)
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