Abstract

This dissertation investigates Arabic heritage language maintenance (HLM) through a family language policy (FLP) lens, foregrounding both parents’ and children’s practices and perspectives. The research took place in a distinctive sociolinguistic context (Montréal, Québec), where French is the official language, English is widely used, and institutional support for heritage languages (HLs) is limited. The first study explores, through a survey, 103 parents’ beliefs, practices, management strategies, concerns, and perceived barriers related to maintaining Arabic as an HL. The second study examines, through 30 targeted surveys and 9 interviews, how school-age children within these same families use Arabic across contexts, perceive its value, and respond to parental language management. Findings from Study 1 reveal strong parental commitment to Arabic maintenance, with concerns related to lack of educational resources, societal perceptions, and the complexity of Arabic diglossia. Study 2 demonstrates that children are active agents in FLP, expressing strong affective ties to Arabic while also strategically navigating Arabic, French, and English in their daily lives. The findings in both studies strengthens the conceptualization of FLP as a negotiated, dynamic, and intergenerational process. By integrating parental and child perspectives, this dissertation contributes a holistic account of Arabic HLM in Montréal by demonstrating how FLP is practiced, negotiated and co-constructed.