A few weeks ago, I attended the 11th Annual Community-Based Heritage Language Schools Conference, hosted by the American University in Washington, DC. The theme this year was “The Role of Community-Based Schools in the Language Learning Landscape” and it was very inspiring. I was completely drawn in by the stories shared by a variety of heritage language schools. Hearing about their work in welcoming, teaching and keeping students connected to their roots was incredibly inspiring.
I’ve always been very vocal about the importance of home / heritage languages – they are a lifeline to cultural and linguistic roots, and they play a powerful role in children’s overall development – linguistic and cultural identity, academic success and emotional well-being. Yet, despite the many parents who recognise this, I often feel that only a small minority truly understands just how essential heritage language education is for a child’s sense of self and personal growth.
During one of the presentations, we were asked to list three key things we wish parents knew about heritage language education. My first thought? “Only three?!” Where do I even begin? Should I talk about the perseverance needed or the patience required? I could go on for days! Honestly, the first thing that came to mind was a conversation I often have with my son about preparing for his next heritage language school classes. Getting him to sit down for “homework” can feel like climbing a mountain, especially since his Dutch primary school doesn’t assign any. Yep, that’s right – there is no homework in Dutch primary school. “Why do I have homework for Bulgarian school if I don’t have any for regular school?” he’ll ask me almost every week. And while it’s an absolutely fair question (and one that takes some creative answering), this isn’t one of my “big three” for parents. That’s a topic for another day though! 😉
So here they are – my three essential things every parent should know about heritage language education:
#1. Home / heritage-language development is crucial
Yep, we’ve said it before and we’ll say it again – home / heritage-language development is key. This isn’t just lip service; heritage language education and supplementary schools exist because maintaining the home language and maintaining a connection to your heritage really matters. Contrary to what some might think, speaking the home language at home doesn’t compete with the school language; it actually strengthens it. When kids have a solid foundation in their home language, they’re more prepared to pick up new languages.
Jim Cummins’ Interdependence Hypothesis backs this up, posing that fluency in one’s native language (L1) provides a strong base for learning a second language (L2). It’s like building a house – the stronger the foundation, the sturdier the structure and you can keep adding to it. Leseman (2000: 94) expands on this by explaining how it’s possible, namely that “much of the knowledge and skills that had to be developed in acquiring the first language are now available for supporting the acquisition of the second language.” In other words, children with a solid grasp of their home language are equipped with a “language toolbox” and the more mature it becomes, the more tools your child keeps adding to the box, so they can use them when needed later, making the leap to a new language less overwhelming. They don’t start from scratch; they carry over essential skills and concepts, making the acquisition of another language smoother.
Home-language education evolves around language, but it doesn’t stop there. Studies show that children who feel connected to their home language and culture are more confident and have a stronger sense of belonging. They feel more empowered to explore, experience, embrace and showcase more parts of themselves; show up as they are because they feel more confident and accepting of themselves. Speaking the home language helps build that connection, which helps them navigate the world with a much more secure sense of self.
The moral of the story here? Building a strong foundation in the home language is like setting them up with a solid launchpad. It’s not about “splitting focus”; it’s about creating a base that allows them to grow, bridging the gap between home and school with more confidence and ease.
#2. Don’t rely on the heritage language school alone
I’ve met so many parents, each with their own unique motivations for enrolling their kids in heritage language schools. Some feel that pang of guilt, worrying they aren’t able to give enough exposure to the culture and language of their home country while living abroad. Others want to pass down a piece of their own school days – the traditions, the history, the culture – so their children get a taste of what they once had, back in their home country. And then there is a large majority who craves a sense of community, hoping their child will build connections with others who share the same heritage. They all share a common goal: to foster their child’s language and cultural knowledge, helping them build language skills and a deeper understanding of their roots.But there’s also a common misconception that unites them – the belief that simply dropping their child off at heritage school for a few hours a week means their job is done.
The reality? That’s just the beginning. Heritage language school is one important piece of the puzzle – granted, a very big one – but it’s by no means the whole picture.
These invaluable schools provide a structured foundation, but they simply can’t carry the entire load. They cannot possibly shoulder it all. Here’s why:
Children need regular language practice beyond the classroom
and the home language is no exception. In fact, the need to be exposed to and practise the home language is even more pressing because of the lack of regular language exposure and social support unlike it is the case for the school language. Heritage language schools don’t have the time or resources to provide the daily, versatile language practice a child needs to really thrive. That’s where you come in. Engaging with the language at home – in a variety of settings and contexts, practising what has been covered in class and so on – is essential. At-home activities, such as reading storybooks, daily conversations, practising new vocabulary and even small writing tasks become invaluable. This everyday usage is what truly solidifies what they’ve learned in school, creating a kind of feedback loop.
For instance, the more your child reads, the stronger their vocabulary and spelling become (yes, good readers make good writers!), which then strengthens their writing and speaking abilities. Research supports this: children who read and write regularly in their home language build fluency and literacy faster and maintain those skills effectively over time. So, while heritage schools provide the structured framework, regular practice at home is the “glue” that holds it all together. It’s the combination of school and home support that enables children to not just learn the language but to live in it, making it a part of who they are.
And here’s something else that’s important: for your child to feel that what they’re learning at heritage school is woven into their everyday life. When you bring the language practice from school into your home, even in small, consistent ways, it shows your child that their cultural education matters to the whole family.
#3. You are NOT the teacher
Here’s something I heard at the conference: parents should take on the teacher role at home, sort of “play teacher”. But let’s be real – parents aren’t teachers and the parent-child relationship, for one, is a world apart from the teacher-student dynamic. Parents aren’t trained professionals, nor should they be expected to handle language learning like one. Instead, parents bring something unique to the table: they create a safe, familiar space for language to grow naturally. It’s less about “teaching” in the traditional sense and more about fostering an environment where the language feels like an organic part of everyday life. You can support your child’s language journey without turning your living room into a classroom. Instead, the focus should be on playful engagement, making the experience enjoyable and meaningful for both of you.
The truth is, children learn best when they’re having fun and language practice is no different. Especially as they get older and their social lives start to revolve more and more around the community or school language, keeping the home language engaging becomes even more important (and, let’s face it, also more of a challenge!). So, how about we shift the mindset from “serious language drills” to “playful engagement and connection”.
Here’s a little story from my own life: My son started going to Bulgarian school about nine months ago and I help him with his homework every week. Rather than taking a strict “let’s get this done” approach, I try to keep it fun and follow his lead. One of his passions in life is sharing jokes – especially Dad jokes – so when he makes a mistake, I sometimes turn it into a joke and a lot of them have now turned into our own inside jokes. We end up laughing together and he learns without feeling pressured or self-conscious. He remembers the mistake and jokes about it – even out of the blue sometimes, in conversations completely unrelated to the heritage school or homework – while signalling that he knows that’s not the correct version. This simple approach serves multiple purposes: it lets him know I’m paying attention, it shows him I’m on his side, I’m giving him space to make mistakes and it reinforces language in a positive way. Plus, it helps him remember the right way to say things without it feeling like an outright correction. (For example, we had a whole bit around some tricky irregular plural forms in Bulgarian, which he now remembers because we keep laughing about it together.)
Remember, your child is not your ‘student’ – you’re their biggest cheerleader in making the language feel like home.
The goal is to create a positive, low-stress environment where language practice feels natural, not like a chore. Your role isn’t to teach; it’s to guide, encourage and make language something your child is excited about (or, if they’re older, something they’re not actively put off by). So, don’t worry about being the “perfect” language teacher – just focus on being present, playful and supportive. After all, you’re the one who makes their home language feel like home.
Raising a multilingual child is a journey that requires patience, flexibility and a long-term perspective. Yep, brace yourself – you are in for the long haul, but this shouldn’t be news to you! Every small step, every little effort you make, is building toward your bigger goal. And let’s not forget to give a massive shoutout to those amazing heritage language teachers who carry so much of the weight. They show up week after week, bringing structure and support to our kids’ language journeys. They’re the unsung heroes!
So, what’s your experience been like? Share your challenges, your wins or any surprising moments from your heritage language journey. Your story might just inspire someone else on the same path!
Resources:
- Cummins, J. (1979) ‘Linguistic interdependence and the educational development of bilingual children’, Review of Educational Research, 49(2, Spring 1979), pp.222-251.
- Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
- De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28(3), 411-424.
- Leseman, P. M. (2000) ‘Bilingual vocabulary development of Turkish preschoolers in the Netherlands’, Journal of Multilingual and Multicultural Development, 21(2), pp.93-112.
- King, K. A., & Fogle, L. (2006). Bilingual parenting as good parenting: Parents’ perspectives on family language policy for additive bilingualism. International Journal of Bilingual Education and Bilingualism.
- King, K., & Fogle, L. (2006). Raising bilingual children: Common parental concerns and current research. Linguistics and Language Compass.
