Allison Briceño, Ed.D (she/her/ella)
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
- Briceño, A. & Zoeller, E. C. (2022). “Subestimamos las habilidades de los estudiantes:”
Bilingual teacher candidates building on the linguistic assets of multilingual writers.
Bilingual Research Journal.
- Zoeller, E. C. & Briceño, A. (2022). “We Can Be Bilingual Rather than an English
Learner:” Transnational Teachers Developing Strength-based, Language-focused Pedagogy.
Teacher Education Quarterly, 49(2) 33-57.
- Zoeller, E. C. & Briceño, A. (2022). An Assets-Based Practice for Teaching Bilingual
Readers. The Reading Teacher.
- Muñoz-Muñoz, E., & Briceño, A. (2021). It Is Not If, But When: Organizational and Leadership Recommendations for The Upcoming Demand for Expanded Dl Programs and Their Articulation. Journal for Leadership, Equity, and Research, 7(3).
- Briceño, A. (2021). Influence of sequential and simultaneous bilingualism on second grade Dual Language students’ use of syntax in reading. Reading Psychology, 42(2), 150-176. DOI: 10.1080/02702711.2021.1888345
- Briceño, A. & Zoeller, E. C. (2022, April). “I had a linguistic oppressor mindset!:”
Teachers Building on the Linguistic Assets of Multilingual Writers. In a symposium
titled, Changing Paradigms and Practices in Teacher Preparation in Support of Emergent
Bilinguals. Presented at the American Education Research Association’s annual conference,
San Diego, CA.
- Briceño, A. & Zoeller, E. (2022, February). Pre-Service Bilingual Teachers Developing
Pedagogical Clarity through Identifying and Leveraging Students’ Linguistic Assets
in Biliteracy Instruction. Presented virtually at the National Association for Bilingual
Education (NABE) Annual Research Institute, New York, NY.
- Briceño, A. (2022, April). Keynote address: Creating Critically Conscious Classrooms:
Supporting Multilingual Students’ Language, Literacy, and Identity Development. New
Mexico Association for Bilingual Education (NMABE) Conference, Albuquerque, NM.
- Briceño, A. & Zoeller, E. C. (2021, November). Featured Speaker Presentation: Transleyendo:
Enseñando la lectoescritura de un idioma al otro. Presented at La Cosecha Conference,
- Briceño, A. & Rodriguez-Mojica, C. (2020, November). Teaching Pre-Service Teachers to Enact Culturally Sustaining Pedagogy: Shifting Critical Consciousness. Presented at La Cosecha Conference, Santa Fe, NM.
Grants and Awards
- National Professional Development Grant, Co-PI. Project: Bilingual/Biliterate Instruction for Bilingual Youth. $2.65 million, 2021-2026.
- Twitter account | @abriceno21
- Dr. Allison Briceño presented "Teaching Pre-service Teachers to Enact Culturally Sustaining Pedagogy: Shifting Critical Consciousness" as part of the Spring 2021 SJSU Lurie College of Education Faculty Research Symposium.
Areas of Research Interest
- Multilingual Students,
- Bilingual Teacher Preparation,
- Culturally Sustaining Pedagogy,
- Literacy Teacher Preparation