This study explores the critical barriers to English language learning for Afghan refugee women in Australia. Using data from 23 individual interviews and five focus group discussions, these show that although the participants received formal support from the Australian Government, the majority still struggled to learn English effectively. A thematic analysis of the interview responses revealed that the major barriers to English acquisition were pedagogical and sociocultural, and included issues of self‐esteem and motivation. The findings of this study have the potential to inform language support programs for refugee women, particularly when considering the sociocultural, emotional and educational needs of female refugees learning English, and the need for provisions such as childcare to facilitate their participation in language learning classes. (English)
Using culturally appropriate, trauma-informed support to promote bicultural self-efficacy among resettled refugees: A conceptual model
Resettled refugees face pressure to integrate successfully into the culture of their resettlement country within a relatively short period of time. Though successful integration is important, research has shown that ethnic identity and participation in the ethnic culture of origin play a key role in supporting the mental health of resettled refugees. This paper presents…