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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]

This paper sets out to show how a trilingual teaching sequence delivered primarily in minority L2 Basque can foster not just development of oral presentation skills in Basque, but also in L1 Spanish and L3 English. We set out to show that such a trilingual teaching intervention, based on the principles of integrated teaching of languages and translanguaging, can effectively promote multilingual skills in the Basque educational context. The teaching sequence involved alternation between the three languages, but Basque – the minority language in this case – was the language given preference. Oral presentations produced by the 16-year-old trilingual students before and after the teaching intervention were evaluated for key elements. Our results generally showed development in students' oral presentation skills on our key criteria, not only in Basque, but also in Spanish and English. We conclude that carefully planned language alternation and an integration of languages within a genre-focused teaching sequence can offer an effective teaching approach for Basque immersion education, promoting multilingual development including the minority language. [ABSTRACT FROM AUTHOR]