“Do you think I ever learn English?”: experiences of limited technology access among Middle Eastern refugee mothers in regional Australia

Abstract

Purpose

The purpose of this study was to gain a deeper understanding of the experiences and challenges of Middle Eastern refugee mothers in using technology for language learning in regional Australian context.

Design/methodology/approach

This study used a qualitative research design and used a narrative enquiry technique to understand participants’ experiences of language acquisition with limited access to technology in new resettlement setting.

Findings

The findings presented in this paper were derived from a qualitative investigation conducted on a sample of 21 refugee mothers from Middle Eastern countries. The research aimed to explore the role of a language education programme on their integration within the regional Australian context. Participants discussed a variety of aspects of their everyday lives within their new resettlement context while offering insights on the language education programme and its impacts on their educational progress. The theme “lack of access/use of technology in English language learning” emerged from the narratives. This paper draws on selected interview data from the participants.

Originality/value

This study fills the gap in the literature on Middle Eastern refugees in regional Australia by exploring how lack/limited technology access can impact language acquisition of women from under-represented contexts.

Citation

Motevali Zadeh Ardakani, A., Sellars, M. and Imig, S. (2024), "“Do you think I ever learn English?”: experiences of limited technology access among Middle Eastern refugee mothers in regional Australia", Journal for Multicultural Education, Vol. 18 No. 1/2, pp. 114-125. https://doi.org/10.1108/JME-10-2023-0104