This book highlights best practices for English literacy instruction when working with refugees in the United States. The volume addresses this pressing issue and provides valuable insights and tools for educators working with refugees and immigrants in a variety of programs.

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