As we stand with our colleagues, partners and friends to uphold equity as our core value, we hold ourselves accountable in the belief that true equity for English Learners cannot be experienced until equity, racial and social justice is realized for all of us. We stand in the historic  “lucha” for civil and educational rights and re-commit ourselves with hope for healing in solidarity with our Black  and Afro-Latinx brothers and sisters.

The Center for Equity for English Learners (CEEL) enriches and supports the work of schools, school systems, education/community partners, and policy makers through an assets-based approach. CEEL exists to serve unique academic, social, and language needs of linguistically and culturally diverse students in California and throughout the nation. CEEL’s staff provides consistent high-quality services including research and evaluation, policy and advocacy, and resources and professional learning.


Communication Series on English Learner Supports during COVID-19

View CEEL's Education and Research Supports for English Learners during COVID-19 Communication #5 – Family-School Partnerships.

CEEL is pleased to publish the fifth CEEL Communication focused on Education and Research Supports for ELs during COVID-19 featuring two components:

  • Voices from the Field- highlighting educator and parent leaders’ commendable and courageous efforts to serve English Learners in virtual and real-time spaces during these challenging times;
  • Resources and Research- addressing a variety of topics, including resources for ELs/DLLs such as social and emotional learning, highlights of best practices for distance learning, instructional materials, professional learning in virtual spaces, and family-school partnerships.

La Colaboración Familia-Escuela versión en español.

To view previous English Learner Supports during COVID-19 Communications, please visit our EL Supports COVID-19 Communication Series page.

To view the California Department of Education's COVID-19 Weekly Newsletter link here.

NCELA Newsletter

We would like to announce that CEEL is now featured in the NCELA Newsletter.  To view the newsletter please click on the following: NCELA | Nexus June 23, 2019.

Hybrid Learning Requires Equitable Investments for Historically Underserved Students

A Vision for California’s Schools this Fall: Equity for Dual Language and English Learners in an Unprecedented Moment (June 2020)

As California educators, administrators, and policymakers prepare to design and implement a variety of possible hybrid learning models for students in the fall we seek to prioritize meaningful support—resources, energy, and attention—aimed at DLLs/ELs’ linguistic, academic, social, and emotional development as schooling resumes.

To be decided are the particulars of how schools will reopen, what learning opportunities they will offer, and what priorities will guide their instruction. So, as we transition to distance and hybrid learning we must now more than ever recognize, celebrate, and uplift the assets each dual language and English learner brings to school.

Developed in collaboration with a group of organizations committed to educational equity for California’s DLLs/ELs, this brief offers a series of concrete, actionable ideas for how local and state education leaders can ensure that California delivers for our highest-need student wellbeing in the present—and, by extension, for Californians’ wellbeing in the future.

Recommendations focus on Four Key Areas:

  • Opportunity Gaps
  • Hybrid Learning
  • Assessments and Accountability
  • Family Engagement and Support

California schools cannot succeed with hybrid learning this fall unless they take substantive action to address dual language learners (DLLs) and English learners (ELs) needs.

Read this brief and join us in a call to action by engaging in one of the following activities:

  1. contact your local and/or state officials
  2. share this with your district or school leaders 
  3. develop a plan of action with a group of colleagues to act on these recommendations, and join us in calling on decision-makers to act now! 

This brief is a joint publication of Advancement Project California, California Association for Bilingual Education, Californians Together, Center for Equity for English Learners at Loyola Marymount University, Early Edge California, Sobrato Early Academic Language, The Education Trust-West.

The Local Control and Accountability Plan (LCAP) Toolkit

The Local Control and Accountability Plan (LCAP) Toolkit: Using research-based tools to promote equity for English Learners is a resource for educators, families, and community members to ensure that the LCAP—the state's public accountability mechanism—reflects how actions, services, programs, and resources are made visible to ensure equitable opportunities and outcomes for English Learners.

To access the LCAP Tooklit click here.

To access the webinar training presented by Californians Together and CEEL that took place on March 25, 2020, click here.

Professional Development Opportunities

  • Loyola Marymount University (LMU) is offering a new Academic Spanish Certificate Program for teachers. This is a one year program in Spanish geared specifically for Spanish speakers and teachers in bilingual/dual language programs for the purpose of increasing their Academic Spanish language skills.

    Teaching Academic Spanish in Grades Pre K-12 Certificate

    Course 1: Review of Spanish Linguistics and Biliteracy
    Course 2: Academic Spanish for the Language Arts and Social Studies Instructional Program
    Course 3: Academic Spanish for the Science and Math Instructional Program

    Please click here for more information about our upcoming Teaching Academic Spanish in Grades Pre K-12 Certificate Program Cohort. 

  • This distinctive certificate is designed to provide Early Childhood and Transitional Kindergarten teachers with expertise to create and design effective learning environments, curriculum, and instruction that are developmentally, culturally, and linguistically appropriate for young learners. The Early Childhood/Transitional Kindergarten Teaching Certificate, offered by CEEL, consists of a three-course program of study with a combination of real-time webinars and on-line sessions. This program expands the knowledge, skills, and dispositions of credentialed multiple subject educators through the following courses:

    Course 1: Designing Modified Curricula for TK/ECE
    Course 2: Fostering Family/Community Engagement for TK/ECE
    Course 3: Using Assessment to Support Early Learning and Development in Early Childhood and Transitional Kindergarten

    The Spring 2020 program is at capacity and is no longer accepting applications.  Please click here for Fall 2020 Certificate Program information and course dates. 

    To register for Course 1: Designing Curricula for Transitional Kindergarten and Early Childhood please click here.


  • CEEL presents a three-day interactive series on teaching and learning for grades Pre K-12, featuring the Observation Protocol for Academic Literacies (OPAL). The OPAL Institute is a tool for guiding reflective teaching practice for English Language Learners.

    The OPAL Institute is designed for participants to:

    • Build expertise in identifying and providing feedback on effective practices for ELLs
    • Examine critical aspects of engagement and interaction for ELLs
    • Learn how to identify topics for differentiated professional development based on OPAL observations
    • Become certified OPAL trainers upon completion of the three day institute
  •  As a result of COVID-19, the STARTALK Teacher and Student Summer Institutes have been postponed.  Please check back in Fall 2020 for updates. Click here  to learn about a virtual summer opportunity offered by another STARTALK grantee.

    Program Descriptions:

    The 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 Mandarin Program Educators interested in extending their professional development through the Teaching Mandarin in PreK-12 Settings Certificate Program. The Certificate, offered through LMU Extension, serves Mandarin teachers who are TK-12 credentialed, non-credentialed, and heritage language teachers.

    The 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.