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Magaly Lavadenz

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


Department of Educational Leadership and Administration


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

Language, Culture, and LearningTeacher EducationSocial Justice in Education

Industry Expertise

  • Training and Development
  • Research
  • Education/Learning


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

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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


(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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