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Magaly Lavadenz - Loyola Marymount University. Los Angeles, CA, US

Magaly Lavadenz

Distinguished Professor of English Learner Policy, Research and Practice, Professor, & Director, Center for Equity for English Learners (CEEL) | Loyola Marymount University

Los Angeles, CA, UNITED STATES

Educational Leadership

Biography

Magaly Lavadenz is currently a professor in the Department of Educational Leadership at Loyola Marymount University. She is also the Founding Director of LMU’s Center for Equity English Learners (CEEL).

Dr. Lavadenz has held leadership positions in numerous education related associations. She is a past president of the California Association for Bilingual Education (CABE), founding president of the California Association of Bilingual Teacher Educators (CABTE) and is currently President for the California Council on Teacher Education.

Born in Cuba, she is a former bilingual classroom teacher and ESL Teacher Specialist at the K-12 levels. Her research interests include the education of Latino and bilingual teachers, the experiences of the Central American immigrant community, public policy affecting language use and education, and biliteracy development.

Dr. Lavadenz completed her B.S. in Elementary Education from Oakland University in Michigan, an M.A. in Educational Psychology and Counseling from California State University, Northridge and a Ph.D. in Education, specializing in Language, Literacy and Learning from the University of Southern California.

Education (3)

University of Southern California: Ph.D, Education

California State University: M.A, Educational Psychology

Oakland University: B.S, Education

Areas of Expertise (3)

Language, Culture, and Learning Teacher Education Social Justice in Education

Industry Expertise (3)

Education/Learning Training and Development Research

Articles (2)

Para-educators: A source for remedying the shortage of teachers for limited-English-proficient students Journal of Educational Issues

1994-01-01

Despite recent attempts by State Departments of Education and local education agencies we have failed to
increase the supply of bilingual teachers required to meet the instructional needs of the rapidly growing
numbers of limited English proficient (LEP) students (Olsen & Chen, 1988). We propose that Bilingual para
educators, teacher assistants currently working in classrooms with LEP students, are a promising source of
bilingual teachers. We also discuss possible barriers to the process of preparing this potential work force to
take its place among the ranks of the nation's teachers. The importance of this information is rooted in the
need of public education systems throughout the country to adequately serve a diverse student population.

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Como hablar en silencio (like speaking in silence): Issues of language, culture, and identity of Central Americans in Los Angeles Language and literacy

2007-08-08

(Chapter 6) Como hablar en silencio (like speaking in silence): Issues of language, culture, and identity of Central Americans in Los Angeles...

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