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 and refugee education.

Autorentext
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).

Inhalt

PART I: REFUGEE-BACKGROUND CHILDREN AND YOUTH LANGUAGE LEARNING AND USE.- Chapter 1. Schools Alone Cannot Educate Refugees, It Takes A Community (Bonney, E. N., Bonney, V. N. A., Sweeney, H).- Chapter 2. Syrian Refugee Children's Language Learning: A Multiple Case Study in the Turkish Context (Yilmaz, A., Smyser, H.).- Chapter 3. Implications of genre pedagogy for refugee youth with limited or interrupted formal schooling (Accurso, K., Gebhard, M., Harris, G., Schuetz, J.).- Chapter 4. Mexican migrant parents' access to school resources and perceptions of U.S. schools: The interstice of linguistic structural realities and family cultural backgrounds (Campbell-Montalvo, R., Pfister, A. E.).- Chapter 5. From Preparación to Adaptación: Language and the imagined futures of Maya-speaking Guatemalan youths in Los Angeles (Canizales, S. L., O'Connor, B.).- Chapter 6. We were taught English using Nepali: Bhutanese-Nepali youths reflecting on their prior literacy experiences in negotiating academic literacies in a U.S. University (Kafle, M.).- Part II: LANGUAGE, LITERACY AND LEARNING AMONG REFUGEE-BACKGROUND ADULTS.- Chapter 7. Assessing refugee-background adult second language learners with emerging literacy: How a social semiotic analysis reveals hidden assumptions of test design (Altherr Flores, J.).- Chapter 8. Without English there are no rights: Educating the (non)citizen in and out of adult education (Bonet, S.). Chapter 9. They prefer you to have a conversation like a real American: Contextualizing the experiences of one Somali (former) refugee student in adult ESL (Burkhard, T.).- Chapter 10. Performing neoliberalism: A synecdochic case of Kurdish mothers' English learning in a Nebraska family literacy program (Stacy, J.).- Chapter 11. More than maintaining Arabic: Language ideologies of Syrian refugees in a bilingual city in Southern Texas (Christiansen, S., Albadawi, E. B.).- Chapter 12. Writing the Story of Sabadullah: Transnational Literacies of Refugee-Background Parents (Karam, F.).- Chapter 13. Identifying language needs in community-based adult ELLs: Findings from an ethnography of four Salvadoran immigrants in the Western United States (Watkins, K., Thompson, G., Rosborough, A., Eckstein, G., Eggington, W.).-Chapter 14. A system of erasure: State and federal education policies surrounding adult L2 Learners with emergent literacy in California (Gonzalves, L.).- PART III: IDENTIFYING PROMISING PRACTICES, POLICIES AND PEDAGOGIES.- Chapter 15. Shifting the interaction order in a kindergarten classroom in a Somali-centric charter school (Moore, L. & Shirdon, S.).- Chapter 16. Nos somos emigrantes non defraudadores: Central American immigrant youth exploring linguistic and political borders in a U.S. high school through multimedia narrativity (McGinnis, T.).- Chapter 17. Translanguaging as culturally sustaining pedagogy: Transforming traditional practices in an ESOL classroom for older adults from refugee backgrounds (Valdez, V., Park, K.).- Chapter 18. Learning together: How ethnography and discourse analysis as practice influence citizenship classes with Nepali-speaking Bhutanese refugee elders living in superdiverse Central Ohio (Seilstad, B.).- Chapter 19. Partners in resettlement and adult education: Former refugees and host communities (Field, J., Kearney, C.).- Chapter 20. I feel like a human again: Experiences of Kurdish asylum seekers navigating the legal and education systems in Canada (Palta, Z. M.).- Chapter 21. Es porque tienen ganas de aprender: How a non-profit teacher creates a learning environment to help college-aged Syrian displaced students adapt and learn Spanish in Mexico (Sarmiento Quezada).- Chapter 22.- Speaking Rights: Translanguaging and integration in a language course for adult refugees in Uganda (Marino, J., Dolan, C.).