Jessica Somerville-Braun

Assistant Professor of Education Studies

Office: Palamountain Hall 218
Telephone: 518-580-5472
Email: jsomervi@skidmore.edu

Education:

• Ph.D., Teaching and Learning, The Ohio State University 

Research and teaching interests:

• Literacy Education for Multilingual Learners
• Critical Literacy
• Culturally & Linguistically Sustaining Pedagogies
• Translanguaging Pedagogies
• Preservice Teacher Education
• Bilingual Education
• Elementary Civic Learning
• Immigration & Schooling

Courses:

• ED 233 Emergent Literacy
• ED 335 Teaching Elementary Literacy
• ED 362 Advanced Special Topics: Foundations of Bilingual Education
• ED 217 Multicultural Education
• ED 231 Children’s Literature
• ED 103 Introduction to Teaching

Publications:

• Beauchemin, F., Somerville-Braun, J. & Rowe, L. (2025). Navigating current reading policy and curricular approaches with multilingual learners: A comparative case study. Literacy Research: Theory, Method and Practice. https://doi.org/10.1177/23813377251364775
   
• Rowe, L., Beauchemin, F. & Somerville-Braun, J. (2025). Translanguaging and languaging as complimentary lenses for analyzing classroom interactions. Journal of Language, Identity and Education. https://doi.org/10.1080/15348458.2025.2521655
   
• Somerville-Braun, J., Rowe, L., & Beauchemin, F. (2025). “I want to stay, please”: Exploring the academic and social functions of translanguaging in an elementary ESL classroom. English Teaching: Practice and Critique. https://doi.org/10.1108/ETPC-01-2025-0001
  Beauchemin, F., Carpenter de Cortina, R. & Somerville-Braun, J. (2025). Other teachers’ classrooms: Multilingual paraprofessional teachers’ hypothetical language policy implementation narratives. Anthropology and Education Quarterly, 56(3), 1-2. https://doi.org/10.1111/aeq.70029
   
• Somerville-Braun, J. (2024). Transformational civic pedagogy: A framework for elementary civic learning. Language Arts, 101(6), 395–407.
   
• Somerville, J., & Faltis, C. (2019). Dual languaging as strategy and translanguaging as tactic in two-way dual language programs. Theory into Practice, 58(2), 164–175. https://doi.org/10.1080/00405841.2019.1569380
   
• Gallo, S., Link, H., & Somerville, J. (2019). The politicized funds of knowledge of children from mixed-status families: Connections to civic education in elementary schools. In M. F. Orellana & I. M. García Sánchez (Eds.), Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups. Routledge.