Large numbers of people are constantly forced to leave their homes due to conflict, persecutions, climate change and poverty, and as if that were not enough, they face barriers when seeking to enter European societies so as to start new lives here. In the mainstream media we are used to hearing about opposition to migration and hostility towards refugees and immigrants arriving in Europe. Yet, little is reported about solidarity at a grassroots level on the part of informal networks and collectives – or about people working with refugees within and across higher education institutions. This edition of Language Learning in Higher Education brings together a wide range of contributions which open our eyes to some examples of inclusive pedagogies, reflective practices and concrete actions that we, as language teachers, can engage with. The articles and reports present both top-down institutional projects, which have seen language centres play an important role in facilitating refugees’ access to higher education, and bottom-up initiatives arising from the actions of individual educators but then involving institutions. What all the contributions highlight is the importance of creating networks that can bring together a wide range of actors in the development and growth of such initiatives. Besides single language centres and universities these networks include local, national and international NGOs/charities, municipalities, local businesses, volunteer teachers and, of course, the refugees themselves – those who are directly concerned but whose voices are rarely heard or published. The articles and reports in this special edition have been written by educators working in Greece, Italy, the Netherlands, Switzerland and the UK. They approach the issue of language education for refugees from a range of perspectives: some focus more on theory, others on practice, some regard the professional development of teachers, others are about the students. What many of the contributions also highlight is that in order for these initiatives to function at an institutional level much more than language education is required – those involved have often had to raise awareness amongst their colleagues and

中文翻译：

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介绍

由于冲突，迫害，气候变化和贫困，大量人不断被迫离开家园，而这还远远不够，他们试图进入欧洲社会以在这里开始新生活时面临着障碍。在主流媒体上，我们习惯于听到反对移民和对到达欧洲的难民和移民的敌意。然而，关于非正式网络和集体在基层的团结，或在高等教育机构内部和之间与难民合作的人的报道很少。本期《高等教育中的语言学习》汇集了广泛的贡献，使我们看到了作为语言教师可以参与的包容性教学法，反思性实践和具体行动的一些例子。文章和报告既介绍了自上而下的机构项目，也看到了语言中心在促进难民获得高等教育方面的重要作用，还介绍了自下而上的倡议，这些倡议是由个别教育者的行动引起的，然后又涉及机构。所有贡献所强调的是建立网络的重要性，该网络可以将各种行动者聚集在一起，共同发展和发展此类倡议。除了单一语言中心和大学以外，这些网络还包括地方，国家和国际非政府组织/慈善机构，市政当局，地方企业，志愿者教师，当然还有难民本身，这些难民与他们直接相关，但很少听到或发表自己的声音。该特别版中的文章和报告由在希腊工作的教育工作者撰写，意大利，荷兰，瑞士和英国。他们从多种角度探讨了针对难民的语言教育问题：一些人更多地关注理论，另一些人关注实践，一些人关注教师的专业发展，另一些人关注学生。许多贡献还强调指出，为了使这些举措在机构层面发挥作用，远远超出了语言教育的要求–参与其中的人员常常不得不提高同事和同事的认识。