Among the groups contributing to the "superdiversity" (Vertovec) of Central Ohio are Nepali-speaking Bhutanese refugee elders. This chapter draws on empirical data from a year-long study of citizenship classes to demonstrate how ethnography and classroom discourse analysis are particularly useful approaches to educational linguistics to document micro-level social activities, analyze their structures, and then draw connections to meso or macro-levels. In addition, this chapter argues that culturally responsive pedagogies and translanguaging, while critical to valuing the languages and cultures of learners and essential for working with refugee communities, are insufficient if conceived of only as a narrow range of classroom practices. Thus, the chapter demonstrates the exponential power these pedagogies take on when paired with a broader ethnographic project designed to openly explore the histories, lives, languages, and cultures present within a certain group of people. [For the complete volume, "Refugee Education across the Lifespan: Mapping Experiences of Language Learning and Use. Educational Linguistics. Volume 50," see ED660722.]