Meet Our First Ritell Intern

What languages did you grow up speaking? 

I grew up speaking Kinyarwanda. When I first started learning English, the experience was quite different from what multilingual learners in Rhode Island typically go through. Back home, the people teaching me English were also multilingual learners. I wasn’t surrounded by fluent native speakers, so the expectations and the environment felt different.

Coming here, I realized that English is indeed the “life language” you need for everything. It can be exhausting at times, you miss speaking your own language, and you’re constantly translating in your head. There are words I only know in Kinyarwanda, and finding the closest match in English isn’t always easy. And having an accent can make you feel self-conscious, like you’re somehow behind, even when you’re trying your best. It’s something many multilingual learners won’t say out loud, but it’s always in the back of your mind.

At the same time, I really believe being multilingual is a privilege. It offers a unique perspective on the world. Language and culture can’t be separated; they shape each other. When you speak more than one language, it’s almost like you carry multiple perspectives with you. It’s similar to someone who has traveled extensively; you’ve seen more, experienced more, and you connect with the world in a different way. I think that’s the real gift of being multilingual.

Can you describe your experience learning English?

I started learning English during a significant shift in Rwanda’s education system. For years, schools had been taught in French due to our colonial history, but when I was young, the country transitioned to an English-based system. That transition was challenging because many teachers were learning English at the same time they were expected to teach it to their students. They were still translating from Kinyarwanda to French and then to English, so the learning environment was complicated for all of us.

As a result, my English in the early years was quite broken. I knew the basics, but it didn’t feel strong or natural. Things changed for me in high school when I attended a private school and had access to better English instruction. I also had the chance to work one-on-one with an American teacher. Speaking directly with a native English speaker was particularly helpful for improving pronunciation, listening, and understanding. That experience is what really pushed my English to the next level. 

Click here for an NPR piece about Rwanda adopting English as the official language in 2009.

How was the transition from high school in Rwanda to Brown?

Moving from high school in Rwanda to Brown was a big transition, especially with English. In college, the expectations around language are much higher when you’re writing papers, participating in discussions, and doing academic work at a fast pace. I suddenly had to keep up with classmates who grew up speaking English, and that added a layer of pressure.

In Rwanda, most of us were learning English together, so the playing field felt more even. At Brown, I felt the difference immediately. I knew my ideas were strong, but expressing them in a second language made me worry about how they would be understood. It’s tough to balance wanting your work to be good while also navigating the challenges of doing everything in a language that isn’t yours. It’s still challenging sometimes, and I think it always will be. English will never be my first language. Even when I feel fluent, there are moments when I’m reminded of that. But I’ve learned to see it as part of my experience rather than something that holds me back.

Are there things you can express only in your language that you find really hard to express in English? 

Yes, this happens to me a lot. I’ll be speaking English and suddenly pause because the word or expression I’m trying to use only really exists in Kinyarwanda. Sometimes the English translation doesn’t carry the same depth or feeling, and other times, there just isn’t a word for it. I find myself thinking, “I know exactly how to say this in Kinyarwanda… but how do I say it in English?” A lot of it comes from culture. Some expressions, feelings, or ways of describing things only make sense in our language. And with things like proverbs or cultural references, even if I translate them, the meaning never lands the same in English. It’s like something gets lost along the way.

Do you have any advice for students or teachers of multilingual students? 

For students, my advice is to take full advantage of the support available to you. When I was learning English, I asked for help whenever I could. I made the most of the resources available to me. I believe that multilingual learners today should do the same. Not because English is more important than your home language, but because it’s the language you’re expected to use in school, in your career, and in everyday life here. The more you practice, the easier things become over time.

For teachers, I would like to express my sincere appreciation for the work they do. Supporting multilingual students can be challenging, requiring patience and care. Keep showing that support because it really does make a difference. Students feel it, even if they don’t always say it.