Magaly Lavadenz

Leavey Presidential Endowed Chair in Moral and Ethical Leadership & Executive Director, Center for Equity for English Learners (CEEL) | Loyola Marymount University

Los Angeles, CA, UNITED STATES

Department of Educational Leadership and Administration

Biography

Magaly Lavadenz, Ph.D. is Leavey Presidential Endowed Chair in Moral and Ethical Leadership 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. Her work is published in numerous articles, chapters, and books, including Latino Civil Rights in Education: La Lucha Sigue, with Anaida Colón Muñiz and Questioning our Practices: Bilingual Teacher-Researchers and Transformative Inquiry. She began her teaching career as a bilingual paraprofessional and has served in a variety of roles in K-12 settings, including as a bilingual teacher and English as a Second Language Specialist. Magaly has also served in statewide leadership positions, including as past president of the California Council on Teacher Education, Californians Together, the California Association for Bilingual Education, and as founding president of the California Association of Bilingual Teacher Educators, and serves on local, state and national education advisory boards.

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)

Training and Development

Research

Education/Learning

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.

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...