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.).
