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This article outlines a small-scale investigation to better understand how refugee English language learners use classroom language in authentic settings. The author employed participant observation and provides a thick description of the students' conversation. Analysis of the conversation draws on a constructivist approach to learning and students' ability to flexibly apply language to real life situations. The paper ends with a number of recommendations for teachers in terms of how to better prepare students to not only have new language but be able to use this language when they no longer have the support of the teacher. The author believes that this is a vital consideration to enable refugees to better navigate their new places of residence. [ABSTRACT FROM AUTHOR]

This paper outlines a non-formal language education program at a refugee community centre in mainland Greece in the context of the current refugee crisis in Europe. In this context, language classes are in high demand, often provided by volunteer-led organisations. The move to integrate and support refugees as language teachers at one such organisation is documented, mentioning the opportunities and challenges that this presents in terms of training and motivation. It is hoped that this article can contribute to a growing body of literature around language education for refugees in a pre-resettlement context. [ABSTRACT FROM AUTHOR]