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Current research on language policy underscores how top-down policymakers tend to endorse the interests of dominant social groups, marginalize minority languages, and attempt to perpetuate systems of socio-lingual inequity. In the Castilian-Spanish-dominated sociolinguistic terrains of Galicia and Navarre, this article examines the rise of grassroots level actors or agents in the form of parents who have decided to contest the government's low-intensity language policy models through various bottom-up efforts. The principal focus of this article is to examine how ideologies, language planning strategies, and practices of pro-Galician or Basque parents act as instruments of language 'governmentality' (Foucault 2000) leading to grassroots discourses of resistance. Through their individual as well as collective linguistic practices, as this article underscores, these parents have the potential to generate visible and invisible language policies on the ground, influencing their children's language ecology. Drawing from ethnographic research tools, including observations from field sites, individual interviews, and focus groups with parents from both geopolitical domains, we investigate how these parents exercise their agency and become policymakers in their homes and the community. The endeavor is also to reveal the key challenges they come across while implementing these policies. [ABSTRACT FROM AUTHOR]

The study of Family Language Policy (FLP) with a minority language has most often focused on the policies on the minority language within the framework of the hegemonic position of a majority language. This article, however, takes the view that a multilingual approach is needed to better understand parental decisions in their FLPs when a foreign language is also present in the education of their children. The data presented in this article is based on a PhD research project which studies the FLPs of Basque parents living in a mostly Spanish-speaking area of the Basque Autonomous Community (BAC) and whose children attend a Basque-medium school with early introduction of English as the L3. Results show that their ideological positioning in relation to Basque, the different values attached to each of their children's languages, as well as their ideas about multilingualism determine to a great extent their FLPs. Whilst all parents support Basque and positively value learning English, some differences have been identified: Basque is prioritised above all by the most activist parents, who establish an iron-cast hierarchy among languages; English has been found to have a clear value and function, but its place in this hierarchy varies; and in all cases, Spanish is considered to be guaranteed and not requiring special ad hoc strategies. The study confirms the ideological positioning in relation to the minority language as a key factor in minority language FLPs, but also shows the impact of ideas about multilingual upbringing in their decisions, their expectations, and the degree of satisfaction or frustration with results. [ABSTRACT FROM AUTHOR]