Determinants of refugee children’s language comprehension difficulties: Evidence from Lebanon, Türkiye and Australia

Abstract This article examines the determinants of Syrian refugee students’ language comprehension difficulties in Lebanon, Türkiye and Australia, three host countries offering refugees different types of legal status (short-term, medium-term and long-term legal settlement). To understand the influence of legal status and its corresponding educational paradigm on the difficulties refugee children encounter when learning in a foreign language, the authors employed a mixed-methods comparative approach. Investigating the micro, meso and macro dimensions that shape refugee children’s language comprehension difficulties, the authors surveyed 945 (52% female, 48%male) middle school refugee students and interviewed parents, teachers and principals. Their quantitative findings highlight the significance of the length of time spent in the host country and the role of school segregation in mitigating language comprehension difficulties. The qualitative findings of this study reveal the importance of language provision and residency conditions, which are shaped by macro-level policies. The study emphasises the need for a comprehensive and holistic approach that addresses distinct dimensions of refugees’ livelihoods in order to surmount the challenges refugee children face when studying in a foreign language.