Allison Briceño, Ed.D

Allison Briceno

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.

Education

  • 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

Recent Publications

  • 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.

Recent Presentations

  • Briceño, A. (2020, January). Assets-oriented biliteracy assessment and instruction: A focus on language. Presented at the Comprehensive Literacy and Reading Recovery Conference, Chicago, IL.
  • Briceño, A. (2020, January). Exploring Emergent Bilinguals’ Reading & Writing from a Language Lens. Presented at the Comprehensive Literacy and Reading Recovery Conference, Chicago, IL.
  • Briceño, A. (2019, June). Culturally Responsive Pedagogy in teacher education: One journey. Presented at Center for Reading and Teaching the Whole Child (CRTWC) Teacher Educator Institute Retreat, Los Altos, CA.
  • Briceño, A. (2019, June). Too much or not enough?: Balancing foundational skills and critical thinking with Emergent Bilingual students. Presented at the Benchmark California Convening, Palm Springs, CA.
  • Briceño, A. (2019, January). Teaching for biliteracy: Complexities of teaching children to read in Spanish and English. Presented at Summit County Public Schools, Dillon, CO.
  • 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.

Online Resources

Areas of Research Interest

  • Biliteracy
  • Culturally sustaining pedagogy
  • Bilingual teacher preparation
  • Critical consciousness
  • Teacher preparation