Expertise
Teaching English to Speakers of Other Languages (TESOL); Second Language Acquisition; culturally responsive teaching; restorative justice
Research Interests
TESOL; teacher education; curriculum and instruction; restorative justice; professional learning communities
Education
- Graduate Certificate in Urban Education, Bridgewater State University
- Master of Arts in Teaching (M.A.T.) in TESOL, Bridgewater State University
Biosketch
Mariam Shea is a multilingual educator and doctoral student in the Leadership in Education program. Her professional and academic journey is deeply shaped by her personal experiences. She grew up in a bilingual country and learned English as an adult. Growing up navigating multiple languages helped her appreciate linguistic diversity and informed her understanding of the cognitive, social and emotional challenges that multilingual learners face. She is committed to creating inclusive environments and equitable learning experiences for English Language Learners (ELLs).
In her current role as an English Language (EL) teacher, Mariam works closely with students from diverse linguistic and cultural backgrounds. She designs instruction that takes into account student identities. Her teaching philosophy centers on shifting the educational mindset from a deficit model to a growth-oriented approach that values students’ linguistic knowledge and cultural identities. Her work has also led her to explore restorative justice practices to transform classroom culture and promote belonging and a safe learning environment for students. She is an active member of the English Learner Parent Advisory Council (ELPAC) to ensure that families have a voice in educational decision-making. She also supports an after-school peer tutoring program where multilingual learners receive one-on-one support from trained student mentors.
Mariam’s experiences have expanded her research interests to include teacher preparation, professional learning, and restorative approaches to discipline and build a community. She considers her doctoral studies an opportunity to connect theory and practice in ways that lead to transformative learning.