English Literacy Educators Working with Refugee Families

English Literacy Educators Working with Refugee Families highlights best practices for English literacy instruction when working with refugees in the United States. Given the global refugee crisis around the world, the topic of teaching language to refugees is of increasing importance. The volume addresses this pressing issue and provides valuable insights and tools for educators working with refugees and immigrants in a variety of programs. With contributions from authors who have experience teaching refugees, the book details innovative strategies and first-hand knowledge grounded in theory, research, and practice in adult education. Book contributors provide a review of the contexts for teaching refugees and illustrate the importance of implementing an intercultural communicative framework in the English literacy classroom. The book will be beneficial to pre-service teachers, students in undergraduate and graduate programs learning about adult literacy education, as well as educators and researchers interested in refugee education.

Dr. Clarena Larrotta is Full Professor in the Counseling, Leadership, Adult Education, and School Psychology Department at Texas State University, USA. Using Freirean and participatory approaches to teaching and learning, her research interests focus on adult learning, English language teaching, and adult and family literacy. Dr. Merih Ugurel-Kamisli is Assistant Professor at TED University in Turkiye. Her research interests include English literacy, immigrant and refugee education, and social justice issues in adult education. She recently received the Alumni Engagement and Innovation Fund (AEIF) supported by the United States Department of State to provide intercultural communication training for teachers of refugees.

Foreword: Experiences teaching literacy to adult refugee learners Chapter 1 : The need for a best practices model teaching English literacy to refugees Chapter 2 : US refugee resettlement process, programs, and services Chapter 3 : Impact of immigration policy on adult literacy teaching Chapter 4 : Intercultural communicative competence for refugee learners Chapter 5 : Community-led gardens as transformative classrooms for adult refugee English learners and families Chapter 6 : The role of non-governmental organizations supporting adult refugees and families Chapter 7 : Considerations and strategies for teaching refugee adult English learners Chapter 8 : A best practices model for teaching refugee adults and families Chapter 9 : Best practices working with refugees: Concluding thoughts