Australian Journal of Adult Learning
Volume 52, Issue 2, 2012, Pages 397-405
Flexible models for learning English are needed for refugee mothers (Article)
Riggs E.* ,
Block K. ,
Gibbs L. ,
Davis E. ,
Szwarc J. ,
Casey S. ,
Duell-Piening P. ,
Waters E.
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a
The Jack Brockhoff Child Health and Wellbeing Program, The McCaughey Centre, Melbourne School of Population Health, The University of Melbourne, Level 5, 207 Bouverie Street, VIC 3010, Australia, Healthy Mothers Healthy Families Research Group, Murdoch Children's Research Institute, 50 Flemington Road, Parkville, VIC 3052, Australia
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b
The Jack Brockhoff Child Health and Wellbeing Program, The McCaughey Centre, Melbourne School of Population Health, The University of Melbourne, Level 5, 207 Bouverie Street, VIC 3010, Australia
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c
The Jack Brockhoff Child Health and Wellbeing Program, The McCaughey Centre, Melbourne School of Population Health, The University of Melbourne, Level 5, 207 Bouverie Street, VIC 3010, Australia
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d
The Jack Brockhoff Child Health and Wellbeing Program, The McCaughey Centre, Melbourne School of Population Health, The University of Melbourne, Level 5, 207 Bouverie Street, VIC 3010, Australia
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e
Foundation House-Victorian Foundation for Survivors of Torture, 6 Gardiner Street, Brunswick, VIC 3056, Australia
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f
Foundation House-Victorian Foundation for Survivors of Torture, 6 Gardiner Street, Brunswick, VIC 3056, Australia
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g
Foundation House-Victorian Foundation for Survivors of Torture, 6 Gardiner Street, Brunswick, VIC 3056, Australia
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h
The Jack Brockhoff Child Health and Wellbeing Program, The McCaughey Centre, Melbourne School of Population Health, The University of Melbourne, Level 5, 207 Bouverie Street, VIC 3010, Australia
Abstract
The importance of English language acquisition for resettlement of refugees is well established, particularly as a pathway to education, employment, health and social connections. A qualitative study was conducted in 2011 in Melbourne, Australia utilising focus groups with 87 refugee background women from Karen, Iraqi, Assyrian Chaldean, Lebanese, South Sudanese and Bhutanese refugee backgrounds. Focus groups and interviews were also conducted with 18 service providers and five bicultural and community workers. Several barriers were identified that prevented refugee mothers from learning English; however, some innovative and flexible models appear promising. The development, implementation and evaluation of innovative models and settings for refugee background women with young children to learn English in a culturally appropriate way are essential.
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Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-84867781671&partnerID=40&md5=8ce8bbff31f0aa558f660d33f08cf37e
ISSN: 14431394
Cited by: 6
Original Language: English