Magaly Lavadenz, Ph.D., is Distinguished Professor and founding Executive Director of the Center for Equity for English Learners in the School of Education at Loyola Marymount University. Her research addresses the intersections and impact of policies and practices for culturally and linguistically diverse students, their teachers and school leaders.
She has held various leadership positions as President of Californians Together, California Association for Bilingual Education (CABE), the California Association for Bilingual Teacher Education and the California Council on Teacher Education. Her work is published in numerous articles, chapters and books, including Questioning our Practices: Bilingual Teacher-Researchers and Transformative Inquiry and Latino Civil Rights in Education: La Lucha Sigue, co-edited with Anaida Colón Muñiz. Dr. Lavadenz completed a Ph.D. in Education, specializing in Language, Literacy and Learning from the University of Southern California. Her K-12 teaching career includes serving as a bilingual paraprofessional, elementary bilingual educator, and as a K-12 English as a Second Language Teacher Specialist.
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
Social Justice in Education
Industry Expertise (3)
Training and Development
Para-educators: A source for remedying the shortage of teachers for limited-English-proficient studentsJournal of Educational Issues
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.
Como hablar en silencio (like speaking in silence): Issues of language, culture, and identity of Central Americans in Los AngelesLanguage and literacy
(Chapter 6) Como hablar en silencio (like speaking in silence): Issues of language, culture, and identity of Central Americans in Los Angeles...