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.
English Learner Supports during COVID-19
As we walk this journey with you in facing the unprecedented challenge of COVID-19, the Center for Equity for English Learners at Loyola Marymount University is pleased to provide a series of communications focused on Education and Research Supports for ELs during COVID-19. This first communication focuses on Social and Emotional Learning and supports for English Learners and immigrant students. Each communication will feature:
- Voices from the Field - highlighting educators’ 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 such as social and emotional learning, highlights of best practices during these times, instructional materials, and professional learning in virtual spaces.
To view CEEL's Social and Emotional Supports for English Learners during
COVID-19, please click the following: COVID-19 Communication1.
The Local Control and Accountability Plan (LCAP) Toolkit
In response to renewed calls to strengthen programs for English Learners, the Center for Equity for English Learners at Loyola Marymount University and Californians Together have created a set of resources to support educators and community members to ensure schools' efforts to serve English Learners (EL) are not only comprehensive but also visible. The resources respond to previous reports that English Learners' needs were largely "masked" as demonstrated by the limited or weak evidence for EL programs, actions and services in local district LCAPs.
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 Claifornians Together and CEEL that took place on March 25, 2020, click here.
As a result of COVID-19, the STARTALK-LMU Mandarin Teacher Summer Institute and Mandarin Student Summer Immersion Program have been postponed. We are monitoring the situation and ask that you please check for further notice.
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.
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.
Course 1: Review of Spanish Linguistics and Biliteracy
February 6, 2020 - March 26, 2020
Course 2: Academic Spanish for the Language Arts and Social Studies Instructional Program
April 16, 2020 - June 4, 2020
Course 3: Academic Spanish for the Science and Math Instructional Program
September 24, 2020 - November 12, 2020
Click here for more information.
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
October 10, 2019 - December 12, 2019
Course 2: Fostering Family/Community Engagement for TK/ECE
January 16, 2020 - March 5, 2020
Course 3: Using Assessment to Support Early Learning and Development in Early Childhood and Transitional Kindergarten
March 19, 2020 - May 28, 2020
Click here for more information.
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