ABSTRACT
This chapter presents two common arrangements adopted by families to more or less systematically arrange the family languages in terms of who speaks which language in which situation to which people. One person–one language and minority language at home are each discussed and exemplified, and the potential challenges that each of them present are discussed. The need for children to develop proficiency in the school language before starting their formal education is raised, and possible solutions that do not involve one or both parents abandoning their language are proposed. Examples from parts of the world where multiple languages are present outside the home are presented, along with situations in which the language of schooling is not widely spoken in the majority society. Finally, the situation of parents who themselves are multilingual is discussed, as are the language practices of siblings.
