Building on the theory of “low intensity language policies” (Nandi et al., 2023) that focuses on complex interaction between ideology, power, discrimination and human agency in policy research, the article examines the family language policies of newcomer parents in Northern Ireland, United Kingdom. The analysis of their discourses and actions, including the family dynamics such as negotiations, appropriations or implementations of certain linguistic decisions will allow us to understand the ideologies behind the use/non-use of the home language(s) in the context of migration. Although the Good Friday Agreement (1998) recognises the linguistic diversity of the region and calls for “respect, understanding and tolerance” towards the languages ​​of the various ethnic communities, debates around governmental language policy and planning in the geo-political domain primarily focus on its two indigenous languages: Irish and Ulster-Scots. However, in this region, many other languages ​​coexist, such as Polish, Chinese, Lithuanian, Portuguese, Spanish, Somali, Arabic and several other languages ​​from India (Carruthers and Nandi, 2021). However, in practice there is no policy to protect or promote these languages ​​(Nandi, 2024). Drawing on ethnographic observations and three focus groups, the paper analyses the language dynamics of fifteen Belfast-based newcomer families. It further demonstrates how these parents become policy intermediaries by supervising their children’s home language learning through explicit teaching, creating a favourable literacy atmosphere, ensuring its use in the family through continuous policing and developing identity through constant dialogue with children about the culture of their country of origin. The findings further demonstrate that there are also a series of factors that affect the linguistic practices of these transnational families, such as the lack of a clear governmental policy towards their minority languages, the legacy of the conflict in Northern Ireland and socio-economic factors among others.

Besides the multiple challenges facing migrant and refugee communities, intergenerational language transmission remains an important objective for several ethnic groups. Societal pressure for inclusion and the monolingual mindset all too often prevalent among educators may dissuade families’ from maintaining their home language. However, international research suggests that numerous ethnic groups rally around their language and pursue its maintenance, even when it has no practical value whatsoever in their host country. It is usually the strong link between language and the group’s identity and cultural heritage that motivates families to invest in heritage language learning (e.g. Alsahafi, 2022; Chatzidaki & Maligkoudi, 2023; Hatoss & Sheely, 2009).

Diaspora Greeks are a case in point, maintaining the heritage language (HL) well into the third-generation (Κaridakis & Arunachalam, 2016). As Greek language use diminishes from one generation to the next, second- or even third-generation families have to rely to a large extent to heritage language schools to provide spaces for language development and use. This paper examines the perspectives of Greek-Canadian parents on Greek-language education in this country. It forms part of the ‘Hellenic Relay’ study, commissioned and funded by the Hellenic Heritage Foundation (HHF) with the aim to offer a comprehensive evaluation of the current state of Greek-language education in Canada and to propose practical strategies for its preservation and enhancement.

In this paper we draw on data from 276 parent questionnaires completed online. The survey explored parents’ and children’s language practices, parents’ motivations and expectations regarding heritage language education, and the degree to which they consider that these programs (both day schools and after hours, community-run institutions) meet their objectives. The analysis reveals that intergenerational transmission of the Greek language remains a significant challenge, in view of the minimal exposure students have to Greek in their daily interactions. On the other hand, however, HL schools are considered important hubs for ethnic identity development and the formation of strong ethnic networks among the younger generation.

In our presentation we will attempt to draw a connection between this context and other transnational populations’ endeavour to maintain their language in a new country.