Allison Briceño, Ed.D
Associate Professor, Teacher Education
Allison Briceño, Ed.D., coordinates the Reading and Literacy Leadership Credential and MA Program. Her research focuses on bilingual teacher preparation and how bilingual students use all of their linguistic resources to understand text. Dr. Briceño’s recent scholarship has appeared in Teacher Education Quarterly, International Multilingual Research Journal, Reading Teacher, Language and Education, and Reading Psychology.
- Ed.D., International and Multicultural Education, emphasis in Second Language Acquisition, University of San Francisco
- M.A., Education, Policy and Organizational Leadership Studies, Stanford University
- B.A., English and Spanish, University of Pennsylvania
- Rodriguez-Mojica, C., Muñoz-Muñoz, E., & Briceño, A. (2020). Preparing bilingual teachers to enact Culturally Sustaining Pedagogy. In S. Keengwe (Ed.), Handbook of Research on Diversity and Social Justice in HigherEducation. Hershey, PA: IGI Global.
- Rodriguez-Mojica, C. & Briceño, A. (2019). Critical Consciousness in Bilingual Teacher
Preparation for Emancipatory Biliteracy. Bilingual Review/Revista Bilingüe.
- Rodriguez-Mojica, C., Briceño, A. & Muñoz-Muñoz, E. (2019). Combatting linguistic
hegemony: Preparing and sustaining bilingual teacher educators in the United States.
Teacher Education Quarterly, 46(3), 57-78.
- Briceño, A. (2018). “En español esa palabra no tiene ningún sentido:” A Cross-case
Analysis of Three Mexican American Dual Language Teachers’ Linguistic Ideologies and
Instructional Differences. International Multilingual Research Journal, 12(4), 288-301.
- Briceño, A. & Klein, A. F. (2018). Running records and first grade English Learners:
An analysis of language related errors. Reading Psychology, 39(4), 335-361.
- Briceño, A., Rodriguez-Mojica, C. & Muñoz-Muñoz, E. (2018). From English Learner to Spanish Learner: Raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates. Language and Education, 32(3), 212-226.
- Rodriguez-Mojica, C., Briceño, A., & Muñoz-Muñoz, E. (2018, November). Combatting
linguistic hegemony: Toward guiding principles that prepare and culturally sustain
bilingual teachers in the U.S. In a symposium titled, Developing critically conscious
literacy educators: A racial justice perspective. Presented at the Literacy Research
Association’s (LRA) Annual Conference, Indian Wells, CA.
- Kassab, L., Sexton, D., Briceño, A. & Swanson, P. (2018, October) Poster session:
What Drives Us?: Balancing Our Identity as a Socially Just and Culturally Sustaining
Teacher Preparation Program with New State Standards and Assessments. Submitted to
the California Council on Teacher Education Conference, San Diego, CA.
- Featured speaker: Briceño, A. (2018, November). Exploring emergent reading and writing
from a language lens. Presented at Billie J. Askew Reading Recovery and K-6 Literacy
Institute, Hurst, TX.
- Featured speaker: Briceño, A. (2018, November). Reading instruction and assessment with biliterate students. Presented at Billie J. Askew Reading Recovery and K-6 Literacy Institute, Hurst, TX.
- Twitter account | @abriceno21
Areas of Research Interest
- Culturally sustaining pedagogy
- Bilingual teacher preparation
- Critical consciousness
- Teacher preparation