The influence of family language policy on Chinese learning among Chinese-heritage and mixed-heritage families in Ireland

• Cao, Xinsheng ^[1]
  1. [1] University College Dublin

     University College Dublin

     Irlanda

     
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 29, Nº. 8, 2026, págs. 1078-1100
• Idioma: inglés
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• Resumen

  • This study explores how family language practices are linked to Chinese learning trajectories in Chinese-heritage and mixed-heritage family settings in Ireland. Drawing on Spolsky’s family language policy framework and Bourdieu’s concept of linguistic capital, it looks at how parental beliefs are (or are not) carried into daily routines and learning outcomes. A sequential explanatory mixed-methods design combined a parental questionnaire (N = 37) with follow-up interviews. The data suggest contrasts between Chinese-heritage and mixed-heritage families in how consistent and how intensive home input is. Heritage families more often maintained regular routines, whereas mixed families more often relied on encouragement without stable routines, which was associated with less regular exposure. Reports of explicit, time-bound language rules were associated with a more balanced profile across the survey skill indicators in both groups. Teacher interviews and TR ratings provided an institutional reference point, pointing to perception gaps and possible feedback loops at the home–school interface. Overall, the findings suggest that family language management is the practical step that connects belief to routine practice, shaping how linguistic capital may be taken up as learning opportunities and outcomes. The study also offers practical insights for strengthening home–school coordination in multilingual education.