Maintaining heritage languages across generations: Parental strategies and youth perspectives in U.S. immigrant families

Aims and Objectives/Purpose/Research Questions: This study investigates intergenerational perspectives and strategies for heritage language maintenance (HLM) among immigrant families residing in Southern California. It aims to understand how families from Hebrew-, Tagalog-, Korean-, Spanish-, and Mandarin-speaking backgrounds perceive the societal value of their heritage languages (HLs), how personal pride informs language use, and what strategies are employed across generations. The research addresses (a) perceived societal valuation vs. personal pride in heritage languages; (b) discrepancies in reported language use between parents and children; and (c) generational preferences in HLM strategies. Design/Methodology/Approach: Using a cross-sectional quantitative survey design, data were collected across three studies using a shared methodological framework grounded in Family Language Policy and sociocultural theory. The survey examined perceptions, home language use, and HLM strategies. Data and Analysis: The study includes 143 immigrant parents and 129 U.S.-born adult children. Quantitative data were analyzed using descriptive statistics, analysis of variance, and Pearson correlations to compare across language groups and examine relationships between parental practices and children’s HL proficiency. Findings/Conclusions: Results reveal strong heritage language pride across generations despite variability in perceived societal support. Parents reported more frequent HL use than children perceived, indicating a potential gap in mutual understanding. Digital media emerged as the most widely used HLM strategy, while children favored multifaceted approaches, including entertainment and cultural activities. Correlations show that parental pride and consistent HL use are positively associated with children’s self-rated proficiency. Originality: This study uniquely integrates perspectives from five language communities to highlight intergenerational alignment and divergence in HLM practices, revealing nuanced dynamics often overlooked in single-language research. Significance/Implications: Findings emphasize the need for dialogic, child-inclusive family language planning and culturally responsive community support. The research offers practical insights for educators and families working within comparable immigrant contexts to support HL use across generations.