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Abstract

This thesis explores how early childhood educators (ECEs) and parents/guardians in East Vancouver, British Columbia, perceive and navigate the role of early childhood education in the maintenance of heritage language (HL). Guided by three research questions: (1) What are the expectations of educators and immigrant parents regarding the role of early childhood education in the maintenance of HL; (2) How does maintenance of HL influence the positive formation of culture identity of children of immigrant families; and (3) How can early childhood education support children and their families transition into local culture, the study examines expectations around HL maintenance, its influence on children’s cultural identity, and how early learning settings can support families transitioning into Canadian society. Using a qualitative design, the research draws on data from focus groups with twenty ECEs and interviews with four immigrant families. The reflexive thematic analysis used in this study identified four central themes: (1) Relational Practices of Support, (2) Navigating Institutional and Family Pressures, (3) Negotiating Language Responsibilities, and (4) Balancing Language, Identity and Support. The findings indicate that parents/guardians perceive HL as essential to their children’s identity and sense of belonging; however, their efforts to maintain it often face systemic barriers and emotional challenges. Educators, while dedicated to supporting children’s HL, work within a system that often prioritizes English. These insights highlight the importance for intentional, equity-centered partnerships between families and educators. Building on this, this thesis argues for early learning policies that recognize HL maintenance as a right and view it as a collective responsibility supported within inclusive early childhood education.