Faculty Directory
Faythe Beauchemin
Assistant Professor
Faythe Beauchemin
Contact
Campion 125
Email: faythe.beauchemin@bc.edu
ORCID
Education
- Ph.D. , The Ohio State University
- M.Ed , Boston College
- B.S , Lesley University
Courses
Classroom Ethnography聽
Teaching Reading
Teaching Language Arts
Research Interests
Bi/Multilingualism; Literacy Studies; Anthropology of Education; Educational Linguistics; Discourse Analysis; Ethnography; Narrative Theory; Affect
Expertise
- Bilingualism & Immigration
- Language Learning & Literacy
- Teaching & Teacher Education
Department
Profile
Faythe Beauchemin is an Assistant Professor at the Lynch School of Education and Human Development, specializing in the areas of language and literacy. Through her research, she explores how students and their teachers use critical literacies to build relationships and communities in classrooms that provide deep, academically excellent learning experiences while nurturing linguistic justice, belonging, and intellectual excitement. She is particularly interested in how classroom interactions hold the potential to affirm and re-value young children's perspectives, languages, and transnational knowledges in instruction.
As a professor of teacher education, she hopes to support pre-service and in-service teachers as they grapple with the multi-layered nature of classroom interactions that unfold during literacy instruction. In particular, she focuses on developing teachers' capacities to engage in the complex and multidimensional process of early reading and writing instruction through case studies and discourse analytic methods.
Her work has appeared in journals such as Journal of Literacy Research, Linguistics and Education, Anthropology and Education Quarterly and Journal of Early Childhood Literacy. She serves as the Secretary/Treasurer of the American Educational Research Association (AERA) Language and Social Processes SIG and as an Executive Board Member for the National Council for Teachers of English Assembly for Research (NCTEAR). She also serves on the editorial boards of Research in the Teaching of English and Childhood Art.
Publications
Beauchemin, F. & Carpenter de Cortina, R.* (in press). Broadening the construction of personhood in literacy instruction with multilingual paraprofessional teachers and students. Research in the Teaching of English.
Beauchemin, F., Somerville-Braun, J. & Rowe, L. (in press). Navigating current reading policy and curricular approaches with multilingual learners: A comparative case study. Literacy Research: Theory, Method and Practice.
Rowe, L., Beauchemin, F. & Somerville-Braun, J. (in press). Translanguaging and languaging as complimentary lenses for analyzing classroom interactions. Journal of Language, Identity and Education.
Somerville-Braun, J., Rowe, L., & Beauchemin, F. (in press). 鈥淚 want to stay, please鈥�: Exploring the academic and social functions of translanguaging in an elementary ESL classroom. English Teaching: Practice and Critique.
Beauchemin, F., Carpenter de Cortina, R.* & Somerville-Braun, J. (2025). Other teachers鈥� classrooms: Multilingual paraprofessional teachers鈥� hypothetical language policy implementation narratives. Anthropology and Education Quarterly. Advance online publication.
Beauchemin, F., Hill, H. & Wilson, M. (2025). Silencing and legitimizing dominant ideologies in literacy. Journal of Literacy Research, 57(1), 6-28.
Beauchemin, F., Krone, B., Machado, E., Qin, K., Valauri, A. & Hartman, P. (2024). Toward a theory of transgressive classroom language. Linguistics and Education, 85, 101356.
Beauchemin, F., Shen, Y.* & Zhang, G.* (2024). Exploring teacher candidates鈥� discursive shifts to translanguaging pedagogies in literacy instruction, Journal of Early Childhood Literacy, 24(3), 578-604.
Beauchemin, F. (2024). Copresence in authoring conversations. Journal of Early Childhood Literacy. 24(2), 276-297.
Beauchemin, F. & Qin, K. (2023). Bilingual paraprofessional teachers and young children co-constructing affect and play in translingual read-alouds. English Teaching: Practice and Critique, 22 (2), 191-207.