Refugee Education across the Lifespan

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 experiencesin 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

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).