The article examines the language expectations of three couples with different language backgrounds-each expecting their first child. The study addresses three related questions: In what ways are linguistic resources imagined by the future parents? What social spaces and relations do they envision themselves and their child moving in, and how is this relevant for their family language policy? Design/Methodology/Approach: Situated within an ethnographic framework, speaker-centered qualitative methods (language portraits, biographic narratives) are combined with analysis of multimodal tasks to analyze the parents' construction of spaces of interaction, drawing on Lefebvre's triadic concept of the production of space (1991). Data and Analysis: Co-constructed narratives of the three couples were elicited: starting with individual language biographies, the couples then constructed their family's future in the form of visual representations of the spaces that they are about to inhabit. Recordings and pictures of the constructions were analyzed jointly to understand how parents assign relevancy to their language resources, social spaces and family language policies. Findings/Conclusions: The analysis shows how the parents construct the child as a multilingual self in her/his own right, subject to a biography that will develop, and who is influenced but not 2 Draft version, November 2016

Child language development occurs in a given environment, complete with explicit and implicit regulations, intervening actors with their coherent or contradictory intentions, and specific resources for speakers. The main research question of this contribution is: What can drawings as parts of School Language Profiles tell us about the multilingual environments of bilingual families and schools? The analytical framework of spatial and language practices provides a means to talk about how and why certain expressions are chosen and which influences are mentioned in relation to school and family. In particular, the focus is on how heteroglossic spaces are constructed through local/spatial/language practices and how these constructions are represented in the drawings of children. The drawings were collected in a bilingual school in Austria, with Slovene and German as languages of instruction. Children's drawings present a fine-grained perception of their multilingual surroundings and we see how children refer to home/school in their drawings and distinguish language realities. Findings indicate that language regimes and goals of families and school are in close relation to each other, have influence on each other but do not necessarily always complement each other. This means that in analyzing heteroglossic realities, both cannot be regarded as separate (or separable) spaces.

Traditional bilingual education programmes in regional linguistic minority contexts face major challenges within the recent paradigm of linguistic diversity against a background of increasing migration, mobility and trans-locality. Based on three case studies, the authors of this paper focus on how particular dualmedium models are applied in Slovene-German schools in Carinthia, Austria. They examine not only how these schools provide for a balanced bilingual teaching and learning environment, but also how they deal with their students' multilingual realities and support their identification with bi-and multilingualism. The authors regard schools as institutional sites where linguistic dispositions are subject to discursive power relations and where language policies and educational goals are negotiated by teachers, parents and students alike. Drawing on speaker-centred and ethnographic approaches in sociolinguistic research, the authors seek to document experiences of all actors involved as well as spatial and discursive practices. Through this the authors show how these dual-medium schools achieve particular profiles in multilingual education which are potentially regarded as innovative examples of best-practice and as being of interest for students and families with heterogeneous linguistic backgrounds.Résumé Enseignement bilingue pour élèves multilingues ? Modèles innovants à double vecteur linguistique dans les écoles germano-slovènes en Autriche -Les programmes traditionnels d'enseignement bilingue, appliqués dans les contextes régionaux à minorité linguistique, rencontrent des défis majeurs face au nouveau standard de diversité linguistique apparaissant dans un contexte de migration, de mobilité et de translocalité accrues. À partir de trois études de cas, les auteurs de cet article se penchent sur les formes d'application de modèles spécifiques à double vecteur linguistique dans les écoles germano-slovènes de Carinthie (Autriche). Ils examinent les moyens employés par ces écoles, d'une part en vue de garantir un enseignement bilingue et un environnement éducatif équilibrés, d'autre part pour intégrer les réalités multilingues de leurs élèves et favoriser leur identification au bilinguisme ou au multilinguisme. Les auteurs voient en ces écoles des sites institutionnels où les prédispositions linguistiques sont sujettes à des rapports de force de nature discursive, et où les politiques linguistiques et objectifs éducatifs sont concertés entre enseignants, parents et élèves. En s'appuyant sur les méthodes ethnographiques et celles centrées sur le locuteur issues de la recherche sociolinguistique, les auteurs s'attachent à documenter les expériences de tous les acteurs impliqués ainsi que les pratiques spatiales et discursives. Ils montrent par ce biais par quels moyens ces écoles à double vecteur obtiennent des profils spécifiques d'enseignement multilingue, susceptibles de constituer des exemples innovants de bonnes pratiques, et d'intéresser les élèves et les familles se trouvant en situation linguistique h...

Maria Obojska holds an MA in Applied Linguistics (University of Warsaw) and works as a PhD Candidate at the Center for Multilingualism in Society across the Lifespan (University of Oslo). In her doctoral project she investigates language ideologies among Polish families in Norway. Her research interests include multilingualism, family language policy, and language ideologies among transnational adolescents. Judith Purkarthofer received her PhD from the University of Vienna and works as a post-doctoral fellow at the Center for Multilingualism in Society across the Lifespan (University of Oslo). She is currently most interested in the construction of multilingual social spaces and language organization and does ethnographic and biographic research in families, schools and kindergartens.

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