Language Education and Learners of a Refugee Background

Vander Tavares is Associate Professor of Education at the University of Inland Norway and holds a PhD from York University, Canada. His research interests include teacher education, critical second language education, and internationalization of higher education. In 2021, he was the recipient of the Equity, Diversity and Inclusion Award by the Canadian Bureau for International Education (CBIE). He has taught graduate and undergraduate courses in colleges and universities in Canada, Norway and Japan.Sílvia Melo-Pfeifer is Full Professor of Foreign Language Teacher Education at the University of Hamburg, Germany. She carries out research on pluralistic approaches to language learning and teaching (with particular emphasis on intercomprehension across languages of the same linguistic family), heritage language education, and foreign language teacher education. Methodologically, she has been exploiting the potential of arts-based approaches in raising awareness of what it means to be and become plurilingual.

• Chapter 1. Innovative and critical perspectives on language education for learners of a refugee background by Vander Tavares, Sílvia Melo-Pfeifer.- Part 1: Pedagogical approaches in formal education settings and beyond.- Chapter 2. Strategies and tools in formal and informal L2 learning: Adults with migration backgrounds attending Swedish for immigrants (SFI) by Fredrik Olsson, Linda Bradley.- Chapter 3. Beyond textbook knowledge of the host country’s language: Migrants’ language-related tactics when not attending classes by, Marco Santello.- Chapter 4. Pedagogical translanguaging in second language teaching for adult newcomers: Stance, design and shifts by Marianne Eek.- Chapter 5. Culturally sustaining pedagogies for refugee L2 education: A case study of Ukrainian students in Iceland by Vander Tavares, Artëm Ingmar Benediktsson.-  Part 2: The role of teacher education and the need for continuous professional development.- Chapter 6. Teaching school staff one of the languages spoken by pupils and families from refugee backgrounds: Implications for practice by Giovanna Fassetta.- Chapter 7. The impact of translanguaging on language acquisition for low-literate refugees and the significance of teacher training by Christina Maligkoudi, Anna Mouti, George Androulakis.- Chapter 8. Fighting against oppression: The role of teacher training in Portuguese as a host language by Carla Alessandra Cursino.- Chapter 9. Teaching materials as language policy instruments: Insights from a Brazilian textbook series for crisis migrants by Bruna Pupatto Ruano, Carla Alessandra Cursino, Elias Ribeiro da Silva, Leandro Rodrigues Alves Diniz.- Part 3: Language learning and its intersections with societal ideologies.- Chapter 10. Between agency and constraint: Refugees’ additional language learning in a bilingual receiving country context by Wilhelm Barner-Rasmussen, Maria Hokkinen, Maria Ivanova-Gongne, Stefan Lång.- Chapter 11. Visualizing linguistic journeys: Analyzing young immigrants' perceptions of learning German as a host language by Robson Carapeto-Conceição, Sílvia Melo-Pfeifer.- Chapter 12. Understanding how primary school children with a refugee background perceive German as their second language and the factors that influence their attitudes towards it, Tyama Chamoun.- Part 4: Ethical considerations for language education (and) research with learners of a refugee background.- Chapter 13. The ethics of researching print literacy acquisition with adult refugees from oral cultures by Tania Douek, David Mallows.- Chapter 14. Mobilizing Indigenous education for refugee learners in the post-disaster community by Chun-Mei Chen.- Refugee-background learners and language classroom engagement: Manifestations of Canagarajah’s educational ‘safe houses’ by Rachel Burke, Tetiana Bogachenko.- Part 5. Afterword.- Chapter 16. A clarion call to educators and researchers of refugee-background learners, and the rest of us as well, Glenn Levine-West.