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)
Prevalence, determinants, and effects of food insecurity among Middle Eastern and North African migrants and refugees in high-income countries: A systematic review
Issues related to poverty and income inequality in high-income countries have led to food insecurity among some population groups, such as migrants and refugees. While there are some studies on the experience of some migrant groups (and other subpopulations), little is known about food security among Middle Eastern and African migrants and refugees. This systematic…