Language ideologies and management among parents and children: a case of the Czech School Dublin
For many parents raising children abroad, one question looms large: How can we maintain our home language in predominantly different-language environment? And what happens when the other parent speaks a different native language altogether? Managing a multilingual family is not just about choosing which language to speak at home – it is a deeply personal and often emotional process that touches on identity, heritage and belonging. This post explores how Czech-speaking parents and their children in Ireland navigate language ideologies and management strategies in everyday life.
This article presents selected findings of a Master’s thesis conducted at the Faculty of Arts, Charles University, based on semi-structured interviews with parents and their children. Seven families, including thirteen children aged between 8 and 15, took part in the research. All of the children had, at some point, attended the Czech School Dublin in Ireland – complementary school for heritage language speakers. The families had been living in Ireland for 15 to 20 years. All the mothers were native Czech speakers, as were three of the fathers; the remaining fathers were born in Ireland (three) and Italy (one). The interviews were carried out with the mothers and their children.
All the families use more than one language on a daily basis – most commonly Czech and English, and in some cases additional languages. Five mothers speak exclusively Czech to their children, while two code-switch between Czech and English. All the fathers communicate with their children in their own first language – whether it is English, Czech, or Italian.
Among the thirteen children, five use only Czech when speaking with their Czech-speaking parent, six switch between Czech and English, and two primarily use English. Czech functions as the main family communication language only in households where both parents are Czech. Only one family reported that their children regularly speak Czech with each other, though even in that case, code-switching occurs. All children speak English with their friends, regardless of whether they can also speak Czech or not.
What is language ideology and language management?
Language ideology refers to the underlying beliefs, assumptions, and attitudes that people hold – often unconsciously – about languages, language varieties, and language use. These beliefs influence how language is used, talked about, valued, taught, perceived and regulated within society. They influence not only language practices and behaviours but also language development, description, and the formulation of language policies. Importantly, language ideologies are closely tied to issues of identity, power, and social hierarchy.
The term language management is defined in a broad sense as any activity focused on language or communication itself – whether related to the structure of the language itself or how it is used. It can be seen as any “behaviour towards language”. Such management can be carried out by both individuals – simple management (such as a parent correcting a child’s speech), and institutions – organized management (such as educational language planning or national language policy). Both individuals and institutions can engage in language management, whether consciously or not.
Parent’s language ideology
The interviews revealed that two central topics emerged as especially important to the parents: the value of the Czech language itself and the role of Czech School Dublin.
For many mothers, Czech is not only their native language but also a key part of their heritage and personal identity, Czech language is their inseparable part. Some even expressed that they would feel ashamed if their children were unable to speak Czech. This point of view is likely shaped by their own upbringing and the cultural environment that shaped their beliefs and perspective on life when they were young. And culture also plays a significant role for them – especially through access to Czech-language literature and films, which help maintain a connection with their roots.
Some parents view Czech in relation to other languages, seeing it as an added advantage: learning languages, they believe, supports cognitive development – “it develops brain cells,” as one mother put it. For some, multilingualism is a conscious goal: either to give their child an extra skill or to bring them closer to other Slavic languages. Practical benefits were also mentioned, such as making travel easier or improving future employment opportunities.
Czech is also closely tied to family relationships and emotional bonds with the Czech Republic in general. Many mothers emphasised the importance of their children being able to communicate with grandparents and other relatives in the Czech Republic. Most families regularly spend their holidays there. In this sense, the family functions both as a space where language is acquired and as a strong motivation to maintain it.
Czech School Dublin was highlighted by all participants as a vital part of their lives: it brings to their life something that would be missing without it. Some mothers mentioned that the school provides instruction in areas they feel unequipped to teach themselves, such as Czech grammar, writing or history.
Others valued the social aspect of Czech School Dublin: their children can communicate with peers in Czech and see that it is a “real” language used outside their home – not just something that the mother came up with in the kitchen. The community aspect can be important not only for children but also their parents: they can discuss their everyday problems with other parents and feel the power of community and its support.
Language management in families
There are many ways in which a language can be managed within a multilingual family. This research focused on how the Czech-speaking parents respond when their children use a language other than Czech – most commonly English – when speaking to them, and the support of the Czech language acquisition itself.
What can a parent do when a child chooses to speak a different language than the parent prefers? Many mothers reported directly correcting their children by saying things like: “Speak Czech to me!” For some, this strategy works – their child switches to Czech without protest. For others, the child may respond with only a few words in Czech before returning to English, or they may argue that speaking English is “better”.
However, a few parents have chosen not to react at all. For some, the emotional and practical effort of maintaining the heritage language feels overwhelming and they simply do not have the strength; others prefer not to create conflict or tension around language use. In some cases, children begin to withdraw or resist due to perceived pressure, and as a result, parents come to see the use of Czech as not worth jeopardising their relationship with their children. Some parents admit they don’t even register when their children slip into English, while others are aware of it but choose to ignore it.
All participating parents agreed that regular, everyday communication is the primary means of supporting the Czech language. The second most frequently mentioned strategy was attendance at Czech School Dublin – a complementary Saturday school that combines formal language education with peer interaction in a Czech-speaking environment. Parents emphasised that the school helps not only with language (e.g. reading, grammar, and writing) but also with cultural transmission through history, geography, and events such as Christmas or Easter celebrations.
Another important factor was communication with other relatives, whether through in-person visits in the Czech Republic or online calls. For many families, the need to speak Czech with grandparents – who often do not speak English – provides a natural and meaningful reason for children to use the language, both as a way of language acquisition and maintaining the language. In addition, as the research shows, surrounding the child with Czech-speaking people in everyday life can be very beneficial – sharing home with other Czech people such as friends, au-pairs or extended family can lead to noticeable improvements in language use and motivation.
Several mothers also highlighted the importance of Czech-language media at home. Encouraging children to read books in Czech, or to watch Czech films, fairy tales and TV series (including everything from detective dramas to reality shows) was seen as a practical and enjoyable way to maintain the language in a multilingual environment.
Children’s language ideology
The research suggests that children tend to adopt their parent’s language ideologies and beliefs. For most, the Czech language holds personal value because of family ties: they appreciate being able to communicate with their relatives. Visiting the Czech Republic is another motivating factor – not only to spend time with family but also to experience the country itself. Some children even expressed the wish to maybe move there one day, whether to study or to have a “summer house” there.
All thirteen children said that they were glad to know Czech. They generally described it as a “beautiful” or “good” language. One frequently mentioned benefit was the ability to speak in a language that others around them couldn’t understand: they can tell each other secrets or they can even gossip in front of people. However, few children recognised more practical or cognitive advantages. Some are planning to take the Czech exam as part of their Leaving Certificate exam (the final examination of the Irish secondary school system, in addition to mandatory subjects, students can choose to sit extra exams, including exams in any EU language). One 14-year-old girl even said she wants to teach Czech to her own children in the future.
That said, Czech was often described as a difficult language – especially compared to English. While all parents agreed that Czech is not their children’s dominant language, the children did not always see it this way. Although, they tended to associate dominance with frequency of use: since they use Czech daily at home, they consider it their dominant language in that context.
Children like to go to Czech School Dublin especially when they play games or do other fun activities. Children’s motivation varied depending on the current topic or the subject: language, history or geography – based on their personal interest. Who can blame them? Going to school Monday to Saturday can be exhausting…
The second most discussed topic regarding Czech School was homework. Many children described the workload as overwhelming, even though they didn’t complain about the content itself. The school’s policy allows for a maximum of 60 minutes of homework per week to be distributed evenly, but when combined with regular school commitments, it can be hard to manage.
As for why children attend the Czech School Dublin, most said it was because their parents wanted them to, especially younger children usually lack their own motivation. While some acknowledged the benefits of attending, most agreed they would not come voluntarily. However, peer relationships make a significant difference: when classmates become friends, motivation tends to grow. Even if English remains the preferred language among them, Czech heritage and cultural ties are still shared. In fact, many children identified friendships as their main reason for attending. Nevertheless, older students recognised the long-term educational benefits of the school.
Students at Czech School Dublin
Conclusion
The experiences of Czech families in Ireland reveal that maintaining a heritage language is a delicate balancing act – between parental ideals, children's preferences and the pressures of daily life. Czech is not just a means of communication for these families; it carries emotional ties and connections to loved ones back home. The research shows how strongly parental beliefs influence children’s attitudes toward language, but it also underlines the importance of flexibility and community. The Czech School Dublin plays a key role – not only by teaching grammar or history, but by creating a space where Czech feels real and relevant. And while not every child may grow up wanting to pass on Czech to their own children, the small, everyday interactions – at home, in school or during a family visit – can build a foundation that could last a lifetime.
Do you want to read more? The whole thesis in Czech is available here.
For more information about Czech School Dublin go to their website.
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