With an increase in refugee children entering schools around the world, it has grown increasingly important to examine educational policy formulation and implementation to understand how teachers are enacting policies to support this student population. This article focuses on the language policy that shapes educational experiences for refugee students in urban schools in Phoenix, Arizona. Through a review of the literature and data collected from teacher interviews and a survey, this article explores how teachers appropriate official educational policies to construct de facto policies in their classrooms. Innovative practices that teachers employ are also highlighted, and recommendations for further research, policy, and practice are provided
