The study presented here is the first empirical investigation of attitudes towards Multicultural London English (MLE), the multiethnolect spoken in England’s main metropolis. An online questionnaire was used to gather data from 800 participants, including MLE speakers as well as non-MLE speakers from a wide variety of different backgrounds. The results indicate that the traditional dichotomy of status and solidarity as distinct evaluative dimensions does not manifest in attitudes towards MLE. We discuss the implications this would have for attitude theory, provided that this finding holds true for other multiethnolects. The results also indicate that overall, attitudes towards MLE are affected by (1) individuals’ own variety of English, (2) their mother tongue(s), (3) their level of education, and (4) the frequency of their contact with MLE speakers. We interpret the effect of these variables to be due to (1) ingroup loyalty, (2) familiarity with social stereotypes, (3) enhanced reasoning skills, and (4) the reduction of stereotypes through intergroup contact. We discuss the implications these findings – should they generalise to the London population at large – would have for the development of effective language planning measures to promote social equality for multiethnolect speakers.

The current paper describes a study that sought to determine the beliefs, practices, and needs of parents living in Montreal, Quebec, who were raising their children bi/multilingually. The parents (N = 27) participated in a total of nine focus group and individual interviews in which they discussed their family language policies (language ideologies, practices, and actions taken to maintain a language). Through rounds of deductive and inductive coding and analysis, family language policies regarding English and/or French were compared with policies regarding heritage languages. The participants’ family language policies were further examined in light of Quebec’s official language policy of interculturalism. Findings indicate a complex co-existence of family and official language policy in which parents both support Quebec’s official language policy by converging towards French as a common public language and questioning the policy’s stance on official institutional support for heritage languages.

This is the first large-scale, quantitative study of the evaluative dimensions and potential predictors of Quebec-based parents’ attitudes towards childhood multilingualism. Such attitudes are assumed to constitute a determinant of parental language choices, and thereby influence children's multilingual development. The newly-developed Attitudes towards Childhood Multilingualism Questionnaire was used to gather data from 825 participants raising an infant/toddler aged 0–4 years with multiple languages in the home. The results revealed three separate dimensions: status and solidarity (the same dimensions found in attitudes towards individual languages) as well as cognitive development (not previously attested as a separate dimension). Participants’ approach to promoting multilingualism (specifically, whether they used the one-person-one-language-approach) and the combination of languages transmitted (specifically, whether this included a heritage language) correlated significantly with parental attitudes towards childhood multilingualism. Parents’ linguistic background and location within Quebec were not significant predictors of attitudes. The paper discusses implications and directions for further research.

Many infants and children around the world grow up exposed to two or more languages. Their success in learning each of their languages is a direct consequence of the quantity and quality of their everyday language experience, including at home, in daycare and preschools, and in the broader community context. Here, we discuss how research on early language learning can inform policies that promote successful bilingual development across the varied contexts in which infants and children live and learn. Throughout our discussions, we highlight that each individual child's experience is unique. In fact, it seems that there are as many ways to grow up bilingual as there are bilingual children. To promote successful bilingual development, we need policies that acknowledge this variability and support frequent exposure to high-quality experience in each of a child's languages.

The study presented here is the first empirical investigation of the patterns and predictors of the intergenerational transmission of French in Quebec. An online questionnaire was used to gather data from 274 parents from different mother tongue (L1) groups: L1 French, L1 English, L1 French and English, and L1 Other. The results show that L1 French-and-English-speaking parents and L1 Other parents displayed particularly low rates of French transmission. Three variables were found to be significant predictors of the intergenerational transmission of French: having it as one’s L1, high proficiency, and positive attitudes towards the language on the solidarity dimension. The same three variables were also found to be significant predictors for the intergenerational transmission of English in Quebec, indicating that they may not be merely language-specific. Not significant for either French or English were language used with partner, attitudes on the status dimension, Quebec-based social identity, migration background, and location within Quebec. Further research is needed to ascertain whether the identified predictors are context-specific, and what other variables are at play. The article discusses the implications of this study’s findings for theory as well as for language planning in Quebec, and especially the potential effectiveness of acquisition and prestige planning.