Refugee Education across the Lifespan

1. Front Matter

   Pages i-vii

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2. Introduction: An Educational Linguistics Perspective on Refugee Education: Bringing into Focus the Language and Literacy Dimensions of the Refugee Experience

   • Doris S. Warriner

   Pages 1-14

3. Language, Literacy and Learning Among Refugee-Background Children and Youth

   1. Front Matter

      Pages 15-15

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   2. Schools Alone Cannot Educate Refugees, It Takes a Community

      • Edwin Nii Bonney, Vida Nana Ama Bonney, Heather Sweeney

      Pages 17-34

   3. Syrian Refugee Children’s Language Learning: A Multiple Case Study in the Turkish Context

      • Adnan Yilmaz, Heather M. Smyser

      Pages 35-55

   4. Implications of Genre Pedagogy for Refugee Youth with Limited or Interrupted Formal Schooling

      • Kathryn Accurso, Meg Gebhard, Grace Harris, Jennie Schuetz

      Pages 57-78

   5. Mexican Migrant Parents’ Access to School Resources and Perceptions of U.S. Schools: The Interstice of Linguistic Structural Realities and Family Cultural Backgrounds

      • Rebecca Campbell-Montalvo, Anne E. Pfister

      Pages 79-101

   6. From Preparación to Adaptación: Language and the Imagined Futures of Maya-Speaking Guatemalan Youth in Los Angeles

      • Stephanie L. Canizales, Brendan H. O’Connor

      Pages 103-119

   7. “We Were Taught English Using Nepali”: Bhutanese-Nepali Youths Reflecting on Their Prior Literacy Experiences in Negotiating Academic Literacies in a US University

      • Madhav Kafle

      Pages 121-136

4. Language, Literacy and Learning Among Refugee-Background Adults

   1. Front Matter

      Pages 137-137

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   2. Assessing Refugee-Background Adult Second Language Learners with Emerging Literacy: How a Social Semiotic Analysis Reveals Hidden Assumptions of Test Design

      • Jenna A. Altherr Flores

      Pages 139-159

   3. “Without English There Are No Rights”: Educating the Non(citizen) In and Out of Adult Education

      • Sally Wesley Bonet

      Pages 161-177

   4. “They Prefer You to Have a Conversation Like a Real American”: Contextualizing the Experiences of One Somali (Former) Refugee Student in Adult ESL

      • Tanja Burkhard

      Pages 179-195

   5. Performing Neoliberalism: A Synecdochic Case of Kurdish Mothers’ English Learning in a Nebraska Family Literacy Program

      • Jen Stacy

      Pages 197-214

   6. More than Maintaining Arabic: Language Ideologies of Syrian Refugees in a Bilingual City in Southern Texas

      • M. Sidury Christiansen, Einas Albadawi

      Pages 215-230

   7. Writing the Story of Sabadullah: Transnational Literacies of Refugee-Background Parents

      • Fares J. Karam

      Pages 231-250

   8. Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States

      • Kathryn Watkins, Gregory Thompson, Alessandro Rosborough, Grant Eckstein, William Eggington

      Pages 251-269

   9. A System of Erasure: State and Federal Education Policies Surrounding Adult L2 Learners with Emergent Literacy in California

      • Lisa Gonzalves

      Pages 271-288

5. Identifying Promising Practices, Policies and Pedagogies

   1. Front Matter

      Pages 289-289

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   2. Shifting the Interaction Order in a Kindergarten Classroom in a Somali-Centric Charter School

      • Leslie C. Moore, Sirad Shirdon

      Pages 291-308

This edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners’ experiences. Contributions (from junior and senior scholars) explore and interrogate the policies, practices and ideologies of language and literacy in formal and informal educational settings as well as their implications for teaching and learning. Chapters in this collection will inform advances in the research base, future innovations in pedagogy, the professional development of teachers, and the educational opportunities that are made available to refugee-background children, youth and adults. The work showcased here will be of particular interest to teachers and teacher educators committed to inclusion, equity, and diversity; those developing curriculum and/or assessment; and researchers interested in the relationship between language practice, language policy andrefugee education.

• Refugee learners of all ages
• Language learning and language use
• K-12 classrooms
• Educational supports and transitions for multilingual newcomers
• Exploring linguistic and political borders in a U.S. high school
• Language education policies

• Department of English, Arizona State University, Tempe, USA

  Doris S. Warriner

Doris S. Warriner is Professor of English in the Department of English at Arizona State University. In her scholarship and teaching, she draws on theories and approaches from applied linguistics, literacy studies, educational anthropology, and linguistic anthropology to examine the relationship between social practices and large-scale processes such as displacement, ethnic conflict, immigration, and transnationalism. Recent publications have appeared in Anthropology and Education Quarterly, Curriculum Inquiry, the Journal of Multilingual and Multicultural Development, and Theory Into Practice. With Martha Bigelow, she co-edited Critical Reflections on Research Methods: Power and Equity in Complex Multilingual Contexts (2019). With Elizabeth R. Miller, she co-edited Extending Applied Linguistics for Social Impact: Cross-Disciplinary Collaborations in Diverse Spaces of Public Inquiry (2021).

Policies and ethics