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The paper illustrates interagency collaborative projects across the country, argues for collaboration to address limits of adult basic education policy, and presents policy recommendations for local, state, and federal levels.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nViewpoint Article  \nAll Together Now: Supporting Immigrants and Refugees Through Collaboration  \nJen Vanek, World Education, Inc. ; Heide Spruck Wrigley, LiteracyWork International; Erik Jacobson, Montclair State University; and Janet Isserlis, Rhode Island Adult Education Professional Development Center  \nAbstract  \nThe United States needs strong collaboration among adult educators and all social service agencies that support the linguistic, economic and civic integration of refugees and immigrants. Such collaboration can make possible holistic support required to create linkages between English language education and other non-educational support services. We provide examples of several interagency collaborative projects across the United States. Further, we argue that such collaboration is essential to mitigate the limitations of current adult basic education policy, which falls short of supporting linguistic integration of English language learners at the lowest proficiency levels, implicitly prioritizing workforce development programming best suited for higher-level learners. We layout policy recommendations for the local, state, and federal levels and map out benefits of working as partners in advocacy with agencies that support resettlement and integration of adult refugee and immigrant learners.  \nAuthor Note: The authors would like to acknowledge the work of the Open Door Collective (ODC) and, in particular, its Immigrant and Refugee Education and Integration Issues Group, which initially spurred the collaboration that resulted in this paper. ODC, a program of Literacy Minnesota, is a national volunteer group of professionals working in adult education, public libraries, community health, workforce development, criminal justice reform, digital inclusion, and other social services. ODC members believe that adult basic skills education and lifelong learning programs can help reduce poverty and open the doors of opportunity for everyone to healthier, more prosperous and satisfying lives.  \nDuring times of political uncertainty, support for the linguistic, economic and civic integration of refugees and immigrants is vulnerable to shifts in public opinion and policy. At the time of writing, the U.S. executive administration has, for example, contributed to the notion that immigrants from particular parts of the  \nworld are outsiders to be feared, rather than neighbors offering important social and economic contributions. Furthermore, given the potential for the extreme poverty caused by displacement to become intergenerational (Kallenbach et al., 2013), it is essential that immigrant communities are provided with focused and intensive support.  \nCorrespondence: Jenifer Vanek, [jen_vanek@worlded.org](jen_vanek@worlded.org) 41  \nNew types and levels of collaboration are required to push back against anti-immigrant and antirefugee discourse and to ensure that immigrants receive the resources they need to support learning and integration into communities and workplaces. Collaboration aimed at sustaining well-coordinated programming, support services and advocacy can create a powerful synergy, amplifying the reach of all organizations involved (Kallenbach et al., 2013). Partnerships may start as local or statewide entities consisting of different providers working to support immigrants and refugees. Such joint efforts can better analyze significant gaps in existing services, identify  \nneeded programming, and engage in advocacy campaigns that are responsive to the needs of newcomers.  \nSupporting the Linguistic, Economic, and Civic Integration of Refugees and Immigrants  \nGiven the complexity of the language and literacy skills necessary to thrive in the United States today, immigrants and refugees need sustained, high-quality, and timely language instruction. In many, if not most, cases, they also need case management support in order to cope with turbulence in their lives. However, the c","cbCailNGGNXMcJS8","https://ap.wps.com/l/cbCailNGGNXMcJS8","pdf",336910,"English","# Abstract\n## Supporting Immigrants and Refugees Through Collaboration\n## Supporting the Linguistic, Economic, and Civic Integration of Refugees and Immigrants\n## Collaboration Models and Policy Limits\n## Policy Recommendations and Advocacy Partnerships","[{\"question\":\"Why does the paper emphasize collaboration among adult educators and social service agencies?\",\"answer\":\"It argues that collaboration allows holistic support by linking English language education with broader non-educational services needed for integration.\"},{\"question\":\"What limitations in current adult basic education policy does the paper highlight?\",\"answer\":\"It states that existing policy support is narrow for lower-proficiency English learners and that evaluation outcomes often do not reflect newcomers’ lived experiences.\"},{\"question\":\"How does the paper connect collaboration to advocacy and program improvement?\",\"answer\":\"It describes how partnerships can identify service gaps, design needed programming, and support advocacy campaigns responsive to newcomers’ needs.\"}]","All Together Now: Supporting Immigrants and Refugees Through Collaboration | PDF",1792066020,18]