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

  • 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.

Online Resources

Areas of Research Interest

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