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The level of immigration to the United States has never been higher, with more than a million immigrants, legal and illegal, entering every year. This massive, new immigration, dominated by people from Latin America and Asia, is placing unique demands upon schools, colleges, vocational training centers, and adult education agencies. David Stewart illustrates that the root of these difficulties lies in the absence of coordination between the federal government's immigration policy and related education policies at the federal, state, and local levels.
This 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.