Lucinda Soltero-González joined the School of Education & Human Development in 2018 as an assistant professor in the Responsive Literacy Education program.
Prior to coming to CU Denver, Dr.Soltero-González was an assistant professor in Educational Equity and Cultural Diversity program at CU Boulder, a biliteracy coordinator in the Adams County School District 14 in Colorado, and an elementary classroom teacher and special education teacher for several years in Mexico and the U.S. Her research has focused on early biliteracy learning and teaching in young Spanish-speaking children and biliteracy practices in U.S. schools. She investigates ways to create culturally- and linguistically-responsive learning environments to increase equitable educational opportunities for students from non-dominant backgrounds in school. Her work has been published in a variety of peer-reviewed journals, edited volumes, and co-authored books.
Dr.Soltero-González enjoys hiking and camping with her husband and twins in the Colorado mountains. She and her family cherish their multilingual and multicultural identities.
Areas of Expertise
- Early biliteracy learning and teaching
- Bilingual writing development
- Bilingual education
- Culturally and Linguistically responsive pedagogy
- Multi-tiered Systems of Support in diverse school settings
Education, Licensure & Certifications
- Ph.D. in Language, Reading and Culture, The University of Arizona; emphasis in Literacy Education and Bilingual Education
- M.A. in Bilingual Special Education, The University of Arizona
- B.A. in Pedagogy, Panamerican University in Mexico City
Resumes/CV:
Awards
2010, Bilingual Research Journal, Early Career Reviewer Award
Affiliations
- American Education Research Association
- International Reading Association
- Worlds of Words Executive Board Member
- Colorado Association for Bilingual Education Board of Directors
Research
Dr. Soltero-González's research has focused on early biliteracy learning and teaching in young Spanish-speaking children and biliteracy practices in U.S. schools. She investigates ways to create culturally- and linguistically-responsive learning environments to increase equitable educational opportunities for students from non-dominant backgrounds in school.
Publications and Presentations
- Soltero-González, L., & Butvilofsky, S. (in press). Initial sound-letter correspondences in the writing of simultaneous bilingual children. Journal of Research in Childhood Education.
- Gillanders, C., & Soltero-González, L. (2019). Discovering how writing works in different languages. Lessons from dual language learners. Young Children, 74(2), 32-39.
- Hoover, J.J., & Soltero-González, L. (2018). Educator preparation for developing culturally and linguistically responsive MTSS in rural community elementary schools. Teacher Education and Special Education, 41(3), 188-202. doi: 10.1177/0888406417753689
- Soltero-González, L., Sparrow, W., Butvilofsky, S., Escamilla, K., & Hopewell, S. (2016). Effects of a paired literacy program on emerging bilingual children’s biliteracy outcomes in third grade. Journal of Literacy Research, 48(1), 80-104. OnlineFirst, first published on June 29, 2016, doi:10.1177/1086296X16653842
- Soltero-González, L., & Butvilofsky, S. (2016). The early Spanish and English writing development of simultaneous bilingual preschoolers. Journal of Early Childhood Literacy, 16(4), 473-497. OnlineFirst, first published on September 7, 2015, doi: 10.1177/1468798415602050
- Soltero-González, L., K., Escamilla, K., & Hopewell, S. (2012). Changing teachers’ perceptions about the writing abilities of emerging bilingual children: Towards a holistic bilingual perspective on writing assessment. International Journal of Bilingual Education and Bilingualism, 15(1), 71-94. http://dx.doi.org/10.1080/13670050.2011.604712