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001439154 001__ 1439154
001439154 003__ OCoLC
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001439154 019__ $$a1265464257
001439154 020__ $$a9783030794705$$q(electronic bk.)
001439154 020__ $$a3030794709$$q(electronic bk.)
001439154 020__ $$z3030794695
001439154 020__ $$z9783030794699
001439154 0247_ $$a10.1007/978-3-030-79470-5$$2doi
001439154 035__ $$aSP(OCoLC)1265345392
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001439154 049__ $$aISEA
001439154 050_4 $$aP40.8
001439154 08204 $$a407.1$$223
001439154 24500 $$aRefugee education across the lifespan :$$bmapping experiences of language learning and use /$$cDoris S. Warriner, editor.
001439154 264_1 $$aCham, Switzerland :$$bSpringer,$$c[2021]
001439154 264_4 $$c©2021
001439154 300__ $$a1 online resource
001439154 336__ $$atext$$btxt$$2rdacontent
001439154 337__ $$acomputer$$bc$$2rdamedia
001439154 338__ $$aonline resource$$bcr$$2rdacarrier
001439154 4901_ $$aEducational Linguistics ;$$vv. 50
001439154 504__ $$aIncludes bibliographical references.
001439154 5050_ $$aPART 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 Childrens 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 Preparacion to Adaptacion: Language and the imagined futures of Maya-speaking Guatemalan youths in Los Angeles (Canizales, S.L., OConnor, 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.).
001439154 506__ $$aAccess limited to authorized users.
001439154 520__ $$aThis edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners experiences. Contributions (from junior and senior scholars) explore and interrogate the policies, practices and ideologies of language and literacy in formal and informal educational settings as well as their implications for teaching and learning. Chapters in this collection will inform advances in the research base, future innovations in pedagogy, the professional development of teachers, and the educational opportunities that are made available to refugee-background children, youth and adults. The work showcased here will be of particular interest to teachers and teacher educators committed to inclusion, equity, and diversity; those developing curriculum and/or assessment; and researchers interested in the relationship between language practice, language policy and refugee education.
001439154 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed September 8, 2021).
001439154 650_0 $$aLanguage and education.
001439154 650_0 $$aRefugees$$xEducation.
001439154 650_6 $$aRéfugiés$$xÉducation.
001439154 655_0 $$aElectronic books.
001439154 7001_ $$aWarriner, Doris S.,$$d1969-$$eeditor.
001439154 77608 $$iPrint version:$$z3030794695$$z9783030794699$$w(OCoLC)1252961332
001439154 830_0 $$aEducational linguistics ;$$vv. 50.
001439154 852__ $$bebk
001439154 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-79470-5$$zOnline Access$$91397441.1
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001439154 980__ $$aBIB
001439154 980__ $$aEBOOK
001439154 982__ $$aEbook
001439154 983__ $$aOnline
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