‘I don’t want them to be monolingual like Americans’: family language policies of Turkish parents in the United States

Abstract

ABSTRACT This phenomenological qualitative study explores the experiences of Turkish immigrant parents in the United States as they endeavor to maintain Turkish as a heritage language for their children. The study utilises the family language policy framework to investigate the array of language policies implemented by these parents. The findings uncover the varied approaches adopted by the parents to sustain Turkish as a heritage language. However, they also highlight significant challenges, including English-only policies in educational settings and a lack of sociocultural support for heritage language development. These results provide insights into the intricate dynamics of language maintenance within immigrant families and emphasise the need for targeted interventions and community support to promote the ongoing use and development of heritage languages in the context of immigration.