M.A., Linguistics, University of Utah
Ph.D., Linguistics, University of Utah
Raichle Farrelly is an Assistant Professor in the Applied Linguistics Department. She earned her PhD in Linguistics from the University of Utah. For several years she taught English as an additional language (EAL) to international students in an Academic English Language Program. She also taught community-based EAL courses for adult refugee-background and immigrant populations. Prior to SMC, she worked as an Assistant Professor in the MA TEFL Program at the American University of Armenia. Her professional interests include second language teacher education, reflective teaching, curriculum design, internationalization of higher education, and second language acquisition by adult emergent readers. She has presented extensively on a range of pedagogical topics at national and international conferences. She has published work in peer-reviewed journals and co-authored the book Fostering International Student Success. She is the co-editor of a new book, Educating Refugee Background Students: Critical Issues and Dynamic Contexts, which is being published by Multilingual Matters in 2018.
Areas of Expertise:
Language Teacher Education
Teaching Refugee-Background Students
Visit her website: https://raichlefarrelly.com/
Visit her LinkedIn: https://www.linkedin.com/in/raichlefarrelly/
Visit Academia.edu: https://saintmichaelscollege.academia.edu/RaichleRaiFarrelly
Courses Taught, which now include:
GSL 542/AL 310 Introduction to Language Teaching
AL 250 Intercultural Communication
GSL 500 Foundations of Linguistics
GSL 547 ESOL in the Content Areas
GSL 688 Practicum II
GSL 689 (ST) Teaching Adult Emergent Readers
GED 655 Student Teacher Supervision
Co-Teaching as a Tool for Second Language Teacher Development, Reflective Teaching in Armenia, Internationalization in Higher Education.
Shapiro, S., Farrelly, R., & Tomaš, Z. (2014). Fostering international student success in higher education. Book in series: ESOL for Different Professions. Alexandria, VA: TESOL Press.
Farrelly, R. (In progress). Reflective practice among educators of refugee-background students. T. Farrell (Ed.) Series on reflective practice to be published by TESOL Press.
Shapiro, S., Farrelly, R., & Curry, M. (Eds.). (In progress). Educating refugee-background students: Critical Issues and Dynamic Contexts. Bristol, UK: Multilingual Matters.
Edited Journal Volume
A. Cirocki & R. Farrelly (Eds.) (May 2019). Special Issue for the European Journal of Applied Linguistics and TEFL. International collection of chapters on teaching refugee-background students.
Farrelly, R. (2017). Collaborative inquiry in the LESLLA context: Reflecting on self to make sense of practice. In A. Cirocki & T. S. C. Farrell (Eds.). Special Issue: Reflective Practice in the ELT Classroom. The European Journal of Applied Linguistics and TEFL 6(2), 41-63.
Cirocki, A. & Farrelly, R. (2016). Research and reflective practice in the EFL classroom: Voices from Armenia. Eurasian Journal of Applied Linguistics 2(1), 31-56.
Farrelly, R. (2014). Exploring tensions in the mediated activity of teaching L2 adult emergent readers. The European Journal of Applied Linguistics and TEFL 3(1), 151-165.
Farrelly, R. (2013). Converging perspectives in the LESLLA context. Apples - Journal of Applied Linguistics 7(1), 25-44. Retrieved from https://jyx.jyu.fi/dspace/handle/123456789/41930
Tomaš, Z., Farrelly, R. & Haslam, M. (2008). Designing and implementing the TESOL teaching practicum abroad: Focus on interaction. TESOL Quarterly 42(4), p. 660-664.
Farrelly, R. (In progress). Supporting refugee-background students through teacher education: A tale of student teacher triads.
Farrelly, R., Shapiro, S., & Tomaš, Z. (2017). Creating the conditions for productive dissonance: An inclusive pedagogical framework. In A. Lee, and R. D. Williams (Eds.) Engaging dissonance: Developing mindful global citizenship in higher education. Innovations in Higher Education Teaching and Learning, Vol. 9, 25-42. Emerald Publishing Limited.
Lindahl, K., Tomaš, Z., Farrelly, R., & Krulatz, A. (In press). The value of service learning in L2 teacher preparation: Engaging in diverse contexts. In T. Meidl & M. S. Dowell (Eds.) Service learning initiatives in teacher education programs. IGI Global.
Farrelly, R. (In progress). A TESOL practicum in the United States of America. In A. Cirocki, I. Madyarov, & L. Baecher (Eds.). Exploring the TESOL Practicum. (under contract with Springer)
Farrelly, R., Fankhauser, K., Schneider, A., Suarez, R., & Teleen, S. (2017). Inquiry-based professional development: An empowerment model for LESLLA teacher development. Low-educated adult second language and literacy acquisition (LESLLA). Proceedings of the 11th Annual Symposium. Granada, Spain.
Farrelly, R. (2013). Converging perspectives in the LESLLA context. In T. Tammelin-Laine, L. Nieminen, & M. Martin (Eds.), Low-educated adult second language and literacy acquisition. Proceedings of the 8th Annual Symposium (pp. 23-45). Jyväskylä: University Library of Jyväskylä.
Farrelly, R. (In progress). Lesson planning for teaching pronunciation. The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: Wiley & Sons, Inc.
Shapiro, S., Farrelly, R., & Tomaš, Z. (2016). “Promoting Global Citizenship in Daily Teaching.” Invited blog post for National Council of English Teachers. http://blogs.ncte.org/index.php/2016/01/promoting-global-citizenship-daily-teaching/
Nonprofit Academy for Excellence Certificate, Professional Education Certificate (2011)
Selected as a US State Department English Language Specialist (2011)
Editor’s Choice Award for outstanding performance as associate editor, Journal of International Students in Higher Education (2014)
Raichle (Rai) Farrelly, assistant professor of Applied Linguistics Department, has just returned from the 3rd Annual Africa TESOL Conference which was held in Dakar, Senegal this year. She gave a talk as a featured speaker, as well as a workshop. Her talk focused on growth mindset and the impact of mindsets on both learning and teaching. Her workshop introduced teachers and teacher educators to the use of study circles as a form of teacher-led, inquiry-based professional development. Raichle, along with the three colleagues, have attended all three conferences (Sudan, Rwanda, and Senegal). She hopes to attend annually -- hopefully with MA TESOL student presenters in the future. Rai says the College’s Dean’s Politi (International) Travel Funding made her journey to West Africa possible. Rai also co-author on a new book, Educating Refugee-background Students: Critical Issues and Dynamic Contexts. (May 2018). Her co-authors are colleagues in her field from Middlebury College and University of Rochester. This book, a collection of empirical work, offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. In other recent news, Rai was elected Chair of the Refugee Concerns Interest Section for the International TESOL Association; pesented on three panels at the International TESOL Convention in Chicago in March 2018 -- Panel 1: Culturally Relevant Personal Stories and Strategies to Share Them; Panel 2: Building Partnerships to Foster Advocacy Work with Refugee Background Students; Panel 3: Refugee-Background Students with Trauma: Research, Pedagogy, and Community Resources; and, she co-organized the 2nd Annual Student Conference on Language Teaching hosted by the Applied Linguistics Department and Northern New England TESOL; co-authored a chapter: The Value of Service-learning in L2 Teacher Preparation: Engaging in Diverse Contexts (Lindahl, K., Tomaš, Z., Farrelly, R., & Krulatz, A. (2018); and “The value of service learning in L2 teacher preparation: Engaging in diverse contexts” in T. Meidl & M. S. Dowell (Eds.) Service learning initiatives in teacher education programs. IGI Global.
(posted June 2018)
Raichle (Rai) Farrelly, assistant professor of applied linguistics, has had a host of publications recently: “Collaborative inquiry in the LESLLA context: Reflecting on self to make sense of practice,” in A. Cirocki & T. S. C. Farrell (Eds.). Special Issue: Reflective Practice in the ELT Classroom. The European Journal of Applied Linguistics and TEFL 6(2), 41-63. (2017); also, “Creating the conditions for productive dissonance: An inclusive pedagogical framework,” in A. Lee, and R. D. Williams (Eds.) Engaging dissonance: Developing mindful global citizenship in higher education. Innovations in Higher Education Teaching and Learning, Vol. 9, 25-42. Emerald Publishing Limited (2017); and, with co-authors R., Fankhauser, K., Schneider, A., Suarez, R., & Teleen, S., “Inquiry-based professional development: An empowerment model for LESLLA teacher development. Low-educated adult second language and literacy acquisition (LESLLA),” from Proceedings of the 11th Annual Symposium. Granada, Spain. (2017). Articles in the scholarly press for Rai recently include, “Educating refugee-background students: Critical Issues and Dynamic Contexts” in Multilingual Matters (Bristol, UK, editors Shapiro, Farrelly & Curry); and “The value of service learning in L2 teacher preparation: Engaging in diverse contexts,” in Service learning initiatives in teacher education programs, IGI Global, (editors Meidl & Dowell). She also collaborated on the book ”Fostering International Student Success in Higher Education," which was used in 2015 to prepare First Year Seminar instructors at Saint Michael’s and will now be published by TESOL Press in collaboration with NAFSA: Association of International Educators. With this new contract, an updated version of the book will be available by March 2018. The Saint Michael’s Applied Linguistics Department author has also been invited to write a second edition for publication in 2019.
Rai made several presentations, too: In May 2017, she gave a talk at Africa TESOL in Rwanda entitled 'Reflect for ESOL' - A New Horizon for Language Learning and Capacity Building. She also spoke on two panels for the Refugee Concerns and Adult Education Interest Sections at the International TESOL Convention in Seattle, WA. One panel addressed teaching adult emergent readers and the other focused on enriching practices in teacher education programs. In 2018, Rai will become the Chair of the Refugee Concerns Interest Section for TESOL. Additional conference presentations include two sessions at LESLLA in Portland, OR: Hatujambo! LESLLA Teachers and Learners Building Community On Common Ground,” and “Innovations in Educational Research in Refugee Resettlement Communities," with S. Shapiro. She also presented with Z. Tomas and K. Lindhal at the National Association of Multicultural Education convention in Salt Lake City, UT in November: Here at SMC, she has presented several workshops and guest lectures including: a workshop on “Cross-Cultural Incidents to Promote Cultural Competence” for MOVE service volunteers; “English Language Learners in the K-12 Classroom” – three guest lectures in undergraduate courses for the Saint Michael’s Education Department over 2016/2017; “Navigating the American Classroom,” a workshop for incoming international students at St. Michael’s (both 2016 and 2017) and “Working with International Students," a workshop for library and IT student staff at St. Michael’s (2016/2017).
(posted December 2017)