This afterword to Language Education and Learners of a Refugee Background locates the collection within the field of applied and educational linguistics, but also in international political perspective as a timely and valuable contribution for educators, policymakers, and other stakeholders involved in some way with migrants, and particularly those of a refugee background who learn a new language in their host country. Levine-West emphasizes the volume’s role in countering the pervasive dehumanization of migrants. The main threads of the collection’s contributions are highlighted in brief: the studies interrogate how success in the learning of the host-country language is defined and assessed, analyze the ways digital tools are employed by learners to facilitate learning and also gain a sense of agency, explore manifestations of translanguaging in theoretically and pedagogically robust ways, and offer solutions to monolingual bias in language education and research. The volume also confronts the ethical dimensions of research with crisis migrants toward decolonizing scholarship itself.