The Role of Immigrant Parents in Children's Heritage Language Maintenance and Bilingualism

Abstract

This chapter explores the vital role of immigrant parents in maintaining heritage languages and promoting bilingualism in their children by integrating theoretical perspectives and empirical research from linguistics, psychology, education, and sociology. It discusses debates around heritage language terminology and bilingualism, highlighting their complex and variable nature. Using interdisciplinary frameworks and findings from studies on acculturation, language socialization, and home language environments, the chapter investigates how parents act as key agents in HLM. It emphasizes Family Language Policy, particularly Spolsky's model, illustrating how parental beliefs, language practices, and management influence the HLM and bilingual development of immigrant children. The chapter reviews research evidence on parents' influence and examines the connection between family-level dynamics and broader sociocultural contexts. Finally, it considers children's agency, as well as peers' and teachers' roles, emphasizing the co-constructive relationship in shaping HLM and bilingualism.

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