Center for Equity for English Learners (CEEL)

CEEL's Diversity Equity and Inclusion Impact Model - A melding of Equity Focused and Asset Based Approach, Reciprocal Accountability, Research- based Programs, Policies, and Practices, and Collaborative Inquiry and Action leading to Transformation  and Capacity Building for Multilingual Teaching and Learning

Mission: The Center for Equity for English Learners (CEEL) ensures equity and excellence in English Learner and Multilingual education by transforming educational systems and practices as leaders who collaborate in research, professional learning, and policy to positively impact generations of students and communities. 

Vision: English Learner and Multilingual education enacts research and evidence-based practices, is fully integrated into the United States education system, and is appropriately funded.  Language, literacy, and all content instruction for English Learner and Multilingual students is assets-based, equitable, and just. English Learner students and their families are valued and engaged as partners in the educational process.  

2023 Jornada Pedagógica Conference

A woman speaking in front of an audience.

The Jornada Pedagógica is an international multilingual conference 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.

CEEL’s next annual Jornada Pedagógica will be held at Loyola Marymount University on Saturday, February 4, 2023. This year's featured speaker will be Dr. Angela Valenzuela, a professor in the Educational Policy and Planning Program within the Department of Educational Administration at the University of Texas at Austin. Dr. Valenzuela is the author of award-winning Subtractive Schooling: U.S. Mexican Youth and the Politics of Caring (1999), Leaving Children Behind: How "Texas-style" Accountability Fails Latino Youth (2005), and Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth (Teachers College Press, 2016).

Don't miss this opportunity to engage and dialogue in Spanish in academic contexts, see our dedicated Jornada Pedagógica page for more information or register now.

In Search of Equity for English Learners

CEEL is proud to announce the publication of our fourth LCAP report focused explicitly on English Learners (ELs) since the inception of LCFF in 2013.

To what degree have districts with high percentages and high numbers of ELs addressed the needs of diverse English Learners in their LCAPs? This publication presents state, county, and local education agency recommendations based on a review of 26 LCAPs through the lens of English Learners in an effort to answer this critical question.

A panel of 46 reviewers, including Public Advocates, representing California educators, researchers and advocates convened in October 2021 to analyze the LCAPs from 26 districts with high numbers (greater than 999) or high percentages (greater than 40%) of English learners. Our goal was to assess the degree to which these districts considered the needs of diverse English learners in their LCAPs.

As reviewers, we hoped that our analysis of these 26 school districts’ LCAPs would reveal a renewed focus on English learners as a group of students that has historically been underserved. Unfortunately, the findings showed that school districts have come up short in their support for the needs of English learners, failing to consistently (1) differentiate programs, actions and services for different English learner populations, such as newcomer students; (2) provide robust professional development for educators; and (3) center family engagement in a way that empowered families to lead and monitor LCAP development and implementation.

The report details its findings and offers a series of recommendations for the State, County Offices of Education and Local Education Agencies to sharpen their focus on equity and opportunity for English learners to meet their academic and language needs.

We invite you to read the full report on our website.

For further material, please see our LCAP Toolkit: Using Research-Based Tools to Promote Equity for English Learners or view our previous LCAP Reports.

CEEL Research - Annotated Bibliography

The Center for Equity for English Learners announces its newest publication, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy and Practice. Comprised of 350 annotations of both recent and seminal literature, this annotated bibliography supersedes a previous version and serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.

Our goal was to provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social-emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including English language arts, history, mathematics, science, visual & performing arts, and STEM.

Please see our Research & Evaluation page for more CEEL research.

CEEL Publications - English Learner Master Plan Playbook

The areas of focus for the EL Master Plan laid out in a circle. Equity driven processes, accountability, family-community engagement, and equitable systems.

The Center for Equity for English Learners is proud to announce the publication of our ENGLISH LEARNER MASTER PLAN PLAYBOOK: Developing Equitable Local Education Policies for Multilingual and English Learner Students. The playbook provides tools for educators, families, and community members to engage in policy dialogues and development processes to support the creation of a local policy document - the English Learner Master Plan.

CEEL offers interactive sessions and technical assistance to help LEA teams create a plan to develop a district-wide English Learner Master Plan that is aligned to the research-based CA English Learner Roadmap policy and focuses on visionary policies, programs, and services that ensure equitable opportunities and outcomes for English Learners. Participants engage with the resources included in the CEEL English Learner Master Plan Playbook to develop a strategy for beginning or refining their approach to writing components of their EL Master Plan.

Please visit our English Learner Master Plan page for more information.

CEEL Signature Programs

Transitional Kindergarten Teaching Certificate

Join our virtual professional learning community of educators dedicated to excellence in teaching and learning for Dual Language Learner students! CEEL-LMU was one of the first institutions to offer a certificate in Transitional Kindergarten (TK) and Early Childhood Education (ECE). This distinctive certificate provides TK/ECE educators with expertise to create and design effective learning environments, curriculum, and instruction that are developmentally, culturally, and linguistically appropriate for Dual Language Learners.

The Transitional Kindergarten/Early Childhood Education Teaching Certificate is offered virtually and consists of a three-course program of study with a combination of real-time webinars and online sessions. This program expands the knowledge, skills, and dispositions of credentialed multiple subject educators.

For more details, please see our dedicated Transitional Kindergarten page.

Leadership for Equity in English Learner Education

Engage with colleagues in exploring and engaging with opportunities to develop leadership and advocacy skills to meet the growing demands for PK-12 biliteracy/multilingual programs.

Our Leadership for Equity in English Learner Education provides educators from any linguistic or cultural background, with current research on biliteracy and knowledge in programmatic and instructional issues to increase student achievement and language learning. Instructional coaches, administrators and teachers will be equipped as leaders and advocates by this state-of-the art virtual learning community. Participants will engage in inquiry-based discussions and learning to develop essential leadership characteristics and will be empowered to embrace advocacy roles to support system-wide change necessary to increase equitable access and delivery of biliteracy programs.

For more details, please see our dedicated Leadership for Equity page.

Current CEEL Highlights

EdSource Roundtable - Supporting English Learners: What do teachers need?
Elvira Armas, director of LMU School of Education’s Center for Equity for English Learners, joined an EdSource panel discussion focused on professional development opportunities for teachers of students who speak languages other than English at home. We invite you to read more and watch the panel on EdSource's website.

Celebrating 15 Years of Equity Advancement
Congratulations to the Center for Equity for English Learners on its 15th Anniversary and thank you to all who joined in the celebration, hosted at the California Club on May 12, 2022. We would also like to offer our congratulations to Dr. Magaly Lavadenz, who was honored at the CEEL 15th Anniversary Celebration by being named the second Leavey Endowed Professor of Moral and Ethical Leadership in the LMU School of Education. For a glimpse into the celebration, you can view our Speaker Highlights video.

LAUSD Family Poll
The Center for Equity for English Learners has partnered with Great Public Schools Now to produce this year's Annual LAUSD Family Poll. Learn about how Los Angeles families about education as we continue into the third school year of this historical pandemic.

CEEL Policy Brief: Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School
In this brief, we examine findings from a representative poll of Los Angeles Unified School District English Learner families. In what follows, we summarize core findings on the makeup, preferences, and behaviors of LAUSD's EL family population. We conclude with recommendations for improving district interactions with their EL students and families.

Distance Learning with Common Sense: Equitable Distance Learning for English Learners
How can we best meet the unique academic, social, and language needs of students who are culturally and linguistically diverse?  Dr. Elvira Armas, Director of Programs and Partnerships from the Center for Equity for English Learners (CEEL) at Loyola Marymount University, and Mayra Lavadenz and Charlene Fried, accomplished teachers of English learners joined Common Sense for a discussion on equitable distance learning for English Learners. This conversation with Vicki Saylor, AZ Regional Manager for Common Sense Education shares key considerations for implementing equitable design principles, best practices for distance learning, and research-based resources to support English-language learners' social and emotional learning as well as their language development.

 

CEEL Featured Programs

CEEL Research

CEEL engages in top-of-the-line research projects to inform key decisions and policy making.

Dialogic Reading

Collaborate with teachers, students, and families to create meaningful STEAM language and literacy development opportunities for Dual Language Learners!

EL Master Plan

CEEL helps LEA teams create a plan to develop a district-wide English Learner Master Plan that is aligned with the research-based CA English Learner Roadmap policy.

Featured Speakers

The Center for Equity for English Learners regularly hosts events where visiting scholars can present on a variety of topics to LMU's educational community.

Journalism for English Learners

Introduces teams dealing with Grades 3-5 to a project-based journalism curriculum specially designed for students at risk of becoming Long Term English Learners.

OPAL Institute

The OPAL is a research-based and validated classroom observation tool designed specifically to support teachers of English Learners.