This introductory chapter situates language education as central to the resettlement and integration of learners of a refugee background, while also highlighting the significant challenges they face. These include trauma,displacement, and exclusionary educational structures shaped by deficit-oriented and monolingual ideologies. The authors argue for a shift toward inclusive, flexible, and culturally sustaining pedagogies that recognize refugees’linguistic and cultural resources as assets rather than deficits. The volume brings together international perspectives—primarily from the Global North—on pedagogy, teacher education, societal ideologies, and ethics in refugee language education. It emphasizes innovative approaches such as translanguaging, multimodal learning,technology integration, and trauma-informed teaching, all of which support learners’ agency, well-being, and participation. At the same time, the chapter underscores systemic challenges, including insufficient teacher training, lack of appropriate materials, and inequitable access to resources. Importantly, the authors highlight the political and ethical dimensions of labeling and researching “refugees,” advocating for critical, participatory, and socially just approaches. Overall, the chapter frames language education as both a site of marginalization and a powerful means for empowerment, integration, and social transformation.