Audrey Lucero

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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)
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 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)
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)
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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)
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