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
Narrative Theory and Analysis in Educational Contexts
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.聽Her participatory and community-based聽research聽sits at the intersection of literacy studies, anthropology, and educational linguistics.聽
Collaborating with聽educators in their classrooms, she seeks to explore聽how聽teachers' and students'聽interactions hold聽the potential to affirm and re-value young聽immigrant聽children's perspectives, languages, and transnational聽knowledges聽in literacy instruction.聽Her research highlights interactional moments in which students and teachers engage in the active work of聽doing dignity and belonging through their interactions,聽resisting dehumanization and alienation. Drawing upon the anthropology of educational policy, her work also explores educational policy as a practice of power and how teachers hold the聽agency in their own classrooms to negotiate and adapt policies and curricula聽towards equity.
Her work has been published in academic journals such as the聽Journal of Literacy Research,聽Research in the Teaching of English,聽Anthropology and Education Quarterly,聽Linguistics and Education, and The Reading Teacher.聽Her聽research projects have聽been funded by the聽Spencer Foundation, the American Library Association and the Schiller Institute for Integrated Science in Society. Her current project, funded by the Spencer聽Foundation, explores how early childhood teachers transform early reading policies and curricula for multilingual students.聽
She received the Early Career Award from the AERA Narrative Research聽SIG. She also聽serves as聽an elected officer聽of the聽AERA聽Language and Social Processes SIG聽and聽sits聽on the editorial boards of聽Research in the Teaching of English and Childhood Art.聽
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/10.1177/2381337725136477
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). 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. https://doi.org/10.1108/ETPC-01-2025-0001
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, 56(3), 1-12.聽https://doi.org/10.1111/aeq.70029
Beauchemin, F., Hill, H. & Wilson, M. (2025). Silencing and legitimizing dominant ideologies in literacy. Journal of Literacy Research, 57(1), 6-28. https://doi.org/10.1177/1086296X251320662
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, 1-11. https://doi.org/10.1177/1086296X251320662
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. https://doi.org/10.1177/14687984241277011
Beauchemin, F. (2024). Copresence in authoring conversations. Journal of Early Childhood Literacy, 24(2): 276-297. https://doi.org/10.1177/14687984211070194
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. https://doi.org/10.1108/ETPC-08-2022-0113
Qin, K. & Beauchemin, F. (2022). 鈥淚 Can Do Slapsticks鈥�: Humor as humanizing pedagogy for science instruction with multilingual adolescent immigrant learners. Literacy Research: Theory, Method and Practice, 21(1), 304-322. https://doi.org/10.1177/23813377221114766
Qin, K. & Beauchemin, F. (2022). 鈥淓verybody has to be with everybody鈥�: Languaging relational and intellectual work with multilingual immigrant learners in a science class community. Linguistics and Education. 69, 101019. https://doi.org/10.1016/j.linged.2022.101019
Beauchemin, F. (2021). Literacy as social: Relational-keys in literacy events. English Teaching: Practice and Critique, 20(3), 328-340. https://doi.org/10.1108/ETPC-01-2020-0001
Beach, R. & Beauchemin, F. (2020). Using writing to foster teacher/student trust. English Journal, Vol. 109(6), 30-36.聽 https://doi.org/10.58680/ej202030782
Bloome, D. & Beauchemin, F. (2016). Languaging everyday life in classrooms, Literacy Research: Theory Method and Practice, 65, 152-165. https://doi.org/10.1177/2381336916661533