Tricia Kelly
Lecturer in Education

EdD, Teacher's College, Columbia University
EdM, Boston University
BA, Washington University

You have extensive experience working with Multilingual Learners as a teacher, program consultant, and curriculum specialist. Why did you choose to come to Brown?

I thrive in educational communities that prioritize a balance between classroom practice and pedagogical research. Brown’s commitment to partnering with local schools, expert teachers, and community organizations serving Multilingual Learners resonates strongly with my work philosophy. I am thrilled to support MATs as they grow in their teaching practice and to work with undergraduates as they explore issues of access and equity for Multilingual Learners. To do the work alongside the Education Department’s outstanding faculty is a privilege.

Why is it especially important that our MAT candidates learn to adapt instructional techniques to support multilingual learners? 

Enrollment of Multilingual Learners (MLLs) in US schools continues to grow exponentially across the country and in Rhode Island’s urban core - where our MATs learn and work - over 30% of the students are MLLs. Particularly in secondary schools, students benefit the most when all teachers across the curriculum consider themselves to be language teachers and work to incorporate multilingual students’ linguistic and cultural assets into the content curriculum. As MATs create lessons and units grounded in culturally responsive pedagogies, an emphasis on scaffolding for language development is an essential and natural fit.  Our MATs are building toolkits and gaining experiences to fight for educational equity for these students.

Our MAT Candidates begin their teaching residencies in our partner schools on the first day of the school year and become deeply embedded in all aspects of the school context. What is their feedback from this experience? 

It is amazing to see how quickly MATs become a part of their school communities:  “I love my students” is a typical mantra by the second week. MATs prioritize getting to know their students and understanding the logistics of their school settings during their first semester. As they observe their mentors and other teachers, they share the ways in which they are gaining confidence and strategies to hone their own teaching styles. As they gradually assume more teaching responsibilities, the MATs collaborate with faculty and mentors to implement, revise, and improve their lessons. I love the ways in which MATs support each other in the process. I am also inspired by the growing number of MATs who are hired to teach full-time in their partner schools after they graduate. They will continue to build on their established relationships and impact student learning for years to come

What are some ways in which teachers, families, and community organizations can holistically support Multilingual Learners? 

With over 140 languages reported by families in the schools, Rhode Island has incredibly rich linguistic and cultural diversity, and there is heightened awareness now of the need to amplify these strengths. RIDE’s recently published Strategic Plan for Multilingual Learner Success outlines important goals and action steps that require coordination between multiple stakeholders in order to make real change. I am particularly inspired by the work of local organizations like Dorcas International Institute, The Refugee Dream Center, and Brown's BRYTE Program to support our newcomer students and families. I am also hopeful that working together to increase the number of dual language programs across the state will be a clear model of valuing multilingualism as an asset for all learners. And I think it is critical that we amplify the voices of leaders from within multilingual communities who are doing the work - Parents Leading for Educational Equity and Young Voices are two strong examples. Finally, we need more teachers who are committed to providing educational equity for our MLL students; in particular, we need teachers who represent the linguistic and cultural diversity of the students in schools. I am proud to showcase the work of local teachers through RITELL (Rhode Island Teachers of English Language Learners) and to support the MATs as they join the teaching force. I encourage more Brown students to consider the impacts they could make as teachers and leaders in our schools.

Where do you find the most joy in your work? 

Teaching is the best job there is - it’s personal, political, creative, intellectual, and inspiring every day. I have always found the most joy in the personal aspect of the work, in building authentic relationships with students and families. This holds true for my work at Brown as well. As MATs and undergraduates grow in their understanding of the teaching profession - and in particular of working with multilingual learners - there are so many opportunities to seek connection, both interpersonally and globally. I love witnessing the ‘ah-ha’ moments of connection, whether between a student and a new teacher or between a student and a new idea. 

What do you like to do in your free time?  

You’ll see me biking to campus most days; I love to commute to work this way and I often go for longer rides on the weekends. I’m always looking for good podcast recommendations - my current favorites are Radio Ambulante and Poetry Unbound. And I’m in my happy place if I’m swimming in the middle of a small New Hampshire lake.