Dynamics in family language policy and planning for children’s Chinese heritage language learning in Sweden

Abstract

Focusing on parents’ agentic roles in family language policy, this study explores the dynamics and complexity of heritage language (HL) learning from the perspective of Chinese-speaking parents in Sweden. Considering parental engagement in children’s HL learning as a social action, this study employs a nexus analytic approach to address two research questions: What are parental beliefs about the Chinese language in relation to other languages used in Sweden? What strategies are informed by these parental beliefs to support their children’s Chinese HL learning and multilingual development? Drawing on 13 interviews with parents, the analysis reveals that parents addressed three dimensions of learning Chinese: heritage cultural continuity, instrumental values for further educational and cognitive development, and an evolving vision of multicultural dynamics. Their beliefs about multilingualism were shaped by their own migration trajectories and by local, homeland, and global discourses about Chinese and multilingualism. The findings suggest that parents have actively deployed social resources, both locally and transnationally, to support their children’s HL learning and help them navigate highly multilingual contexts. This study also suggests strengthening collaboration among migrant families, HL teachers in public and private education, and mainstream schools to sustain children’s HL continuity and support their multilingual development.

The authors' abstract, as published at the source. Current Issues in Language Planning, 2026 · DOI ↗