Allison Briceño, Ed.D (she/her/ella)

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.


  • 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

  • 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

Recent Presentations

  • 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, Albuquerque, NM.

  • 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. 

Online Resources

Areas of Research Interest

  • Biliteracy,
  • Multilingual Students,
  • Bilingual Teacher Preparation,
  • Literacy,
  • Culturally Sustaining Pedagogy,
  • Literacy Teacher Preparation

Recommended Reading