Educators who utilize students' cultural and linguistic resources while developing students' academic competencies have the potential to significantly transform schools and educational systems.
Upcoming Learning Opportunities
In partnership with the Los Angeles County Office of Education (LACOE), CEEL is pleased to announce the following upcoming OPAL opportunities:
OPAL Collaborative Session - Day 1: February 15, 2018 (8:30am-12:30pm)
OPAL Collaborative Session - Days 2 & 3: TBD
LACOE OPAL Series #1: January 17, 18, & February 8, 2018
LACOE OPAL Series #2: March 19, 20, & May 2, 2018
For details and registration for these great opportunities, please contact the Multilingual Academic Support (MAS) unit at (562) 922-6332.
2018 Jornada Pedagógica
CEEL is pleased to announce the 2018 Jornada Pedagógica will be held on Saturday, February 3, 2018 at Loyola Marymount University.
Dr. Ofelia García, Professor in the Ph.D. programs of Urban Education and of Hispanic and Luso-Brazilian Literatures and Languages at the Graduate Center of the City University of New York, will be the Keynote speaker at the Jornada.
REGISTER HERE! Contact CEEL at email@example.com if you have any questions.
Featured CEEL Programs
The School of Education is leading a professional development program, called "Project STELLAR: Teaching for Critical Transitions," that serves teachers of long-term English Learners in four partner school districts in southern California – Lennox School District, Culver City Unified School District, Wiseburn Elementary School District, and Environmental Charter. STELLAR stands for "Science Teaching for English Learners – Leveraging Academic Rigor."
The partnership is funded by the U.S. Department of Education as a National Professional Development program and will provide intensive training in language and literacy development through urban ecology for 100 in-service teachers, 29 teacher leaders, and 20 pre-service teachers of English Learners. SOE's Center for Equity for English Learners will receive $1.9 million over the five-year period, with substantive funding allocated to partner school districts.
The goals of Project STELLAR include the creation and implementation of a coherent and comprehensive professional development program for pre-service and in-service teachers in academic language development in science. The partnership aims to improve educational outcomes for 4th-8th grade English Learners during "critical transition" periods by increasing the capacity of teachers and administrators to provide high quality, content-based language and literacy development while addressing the socio-emotional needs of long-term English Learners.
Learn more about Project STELLAR.
Project QUEST (Quality Urban Ecology Science Teaching) for Long Term English Learners (LTELs) is a collaborative interdisciplinary exploratory research proposal between the Center for Equity for English Learners in the School of Education, the Center for Urban Resilience in the Seaver College of Science and Engineering and Los Angeles Unified School District. This project will measure student learning outcomes in Environmental Science for LTELs in grades 4-8. The primary goal is to increase LTELs' science achievement and engagement in: (1) Urban Ecology, and (2) scientific disciplinary academic language skills in order to expand awareness of STEM related careers for culturally and linguistically diverse students. Concomitantly, Project QUEST will generate knowledge about developing in-service teachers' knowledge and skills in delivering high quality STEM education by creating a framework, tools and processes for diverse students.
Learn more about Project QUEST.
Project Family DREAMMS
Project Family DREAMMS (Dialogic Reading in Early Childhood for the Advancement of Making Meaning in the Sciences) is an innovative project that will provide professional development for teams of Transitional Kindergarten and early childhood education teachers to deliver family literacy training for low-income parents of four and five year old Dual Language Learners (DLLs) focusing on non-fiction, science, technology, engineering, arts and math (STEAM) reading using the research-based protocol of Dialogic Reading.
Learn more about Project Family DREAMMS.
The 2017 STARTALK-LMU Mandarin Teacher Summer Institute continues to support LMU's Chinese Bilingual Teacher Education Program. The Center for Equity for English Learners offers a second pathway for those interested in extending their professional development through the Teaching Mandarin in PreK-12 Settings Certificate Program, offered through LMU Extension. The Certificate, offered through LMU Extension, serves Mandarin teachers who are TK-12 credentialed, non-credentialed, and heritage language teachers.
Learn more about the 2017 STARTALK-LMU Mandarin Teacher Summer Institute.
The 2017 STARTALK-LMU Mandarin Student Summer Immersion Program will offer a No-Cost Chinese Summer Immersion program for current kindergarten through third grade students. We will offer standards-aligned arts and movement, target language instruction in Mandarin delivered by credentialed teachers, and focus on enriching arts, literature, and cultural learning activities. Through our partnership with local artists, a Chinese artist in residence will provide authentic, guided cultural activities for students. Teacher student ratios will ensure quality, small group instruction through this two week long program. Students will participate for 4 instructional hours per day, Monday through Friday for two weeks.
Learn more about the 2017 STARTALK-LMU Mandarin Student Summer Immersion Program.
A professional development conference that is entirely in Spanish. Don't miss the opportunity to listen, use, and dialogue in Spanish in academic contexts! This institute is designed for bilingual teachers working in bilingual or dual-language immersion programs, as well as for Spanish speakers and parents who want to promote the use of Spanish in their families and communities.
Learn more about previous Jornada Pedagógicas.