Jessica Somerville-Braun
assistant professor for 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 & 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.