Russian Journal of LinguisticsRussian Journal of LinguisticsRussian Journal of Linguistics2687-00882686-8024Peoples’ Friendship University of Russia named after Patrice Lumumba (RUDN University)2176910.22363/2312-9182-2019-23-3-619-641ArticlesСтатьиArticlesResearch ArticleTranslanguaging in the Family Context: Evidence from Cyprus, Sweden and EstoniaСмешение языков в семейном общении (на примере Кипра, Швеции и Эстонии)KarpavaSviatlanaКарповаСветланаLecturer in Applied Linguistics/TESOL at the Department of English Studies, University of Cyprus. She is a Management Committee Member of the “European Family Support Network Cost Action. A bottom-up, evidence-based and multidisciplinary approach” (2019-2023) as well as a working group member of the “European Network for Combining Language Learning with Crowdsourcing Techniques” Cost Project (2017-2021). Sviatlana participates in Eras- mus plus project “Planting languages-seeds of success” (2019-2021). She is the general secretary of the Cyprus Linguistic Society (CyLing) and active member and research collaborator of Cyprus Acquisition Team. Her area of research is applied linguistics, syntax, morphology, semantics and pragmatics, first and second language acquisition, bilingualism, multilingualism and dialect acquisition, sociolinguistics, teaching and education.преподаватель прикладной лингвистики / TESOL на факуль- тете изучения английского языка Университета Кипра. Она является членом Европейского проекта по вопросам поддержки семьи (2019-2023), а также членом рабочей группы Европей- ского проекта по изучению языка и краудсорсинга (2017-2021). Светлана участвует в проекте «Эразмус плюс» по развитию языков (2019-2021). Она является генеральным секретарем Лингвистического общества Кипра (CyLing) и активным членом и научным сотрудником группы по по изучению языков на Кипре. Область ее исследований - прикладная лингвистика, синтаксис, морфология, семантика и прагматика, овладение первым и вторым языком, двуязы- чие, многоязычие и овладение диалектом, социолингвистика, преподавание и образованиеkarpava.sviatlana@ucy.ac.cyRingblomNataliaРингбломНаталья(PhD) is a Slavist affiliated with the Department of Slavic and Baltic studies, Finnish, Dutch and German at Stockholm University. She is also an educational developer at Dalarna University. Her main research interests include bilingualism, heritage language acquisition and maintenance, with a particular focus on Russian in Sweden. Her PhD dissertation defended in 2012 was devoted to the acquisition of Russian in a language contacts situation. Her current projects deal with family language policy, as well as heritage language acquisition and maintenance. Natalia is a member of a COST Project: “Enhancing children’s oral skills across Europe and beyond”. She has a long experience of teaching Russian and Swedish at various levels.славист, преподает на кафедре Славянских и балтийских языков, финского и немецкого языка Стокгольмского университета. Является разработчиком программ высшего образования в университете Даларна. Основные темы научных интересов включают билингвизм, изучение и сохранение эритажного языка, в особенности русского языка в Швеции. В 2012 году защитила докторскую диссертацию об освоении русского языка в ситуации языкового контакта. Её сегодняшние проекты связаны с политикой семейного языка, а также изучением и сохранением русского языка в Швеции. Член Европейского COST проекта “Enhancing children’s oral skills across Europe and beyond”. Имеет большой опыт преподавания русского и шведского языков на разных уровнях.nari@slav.su.seZabrodskajaAnastassiaЗабродскаяАнастасияProfessor of Intercultural Communication at Tallinn University. She works as a Senior Research Fellow in Sociolinguistics at the University of Tartu, in the project IUT20-3 “Sustainability of Estonian in the Era of Globalisation”. In 2013-2017 she participated in the COST project “New Speakers in a Multilingual Europe: Opportunities and Challenges” and in 2019-2023 - in the COST project “The European Family Support Network: A Bottom-up, Evidence-Based and Multidisciplinary Approach”. Her research deals with identity, intercultural communication, code-switching and linguistic landscape. She has published a monograph and numerous articles on bilingualism and language contactsпрофессор межкультурной коммуникации Таллинн- ского университета, старший научный сотрудник Института эстонского и общего языкозна- ния в Тартуском университете, участник проекта IUT20-3 “Sustainability of Estonian in the Era of Globalisation”. В 2013-2017 участвовала в Европейском COST проекте “New Speakers in a Multilingual Europe: Opportunities and Challenges”, а в 2019-2023 - в Европейском COST проекте “The European Family Support Network: A Bottom-up, Evidence-Based and Multidis- ciplinary Approach”. Сфера научных интересов - идентичность, межкультурная коммуникация, переключение кодов и языковой ландшафт. Автор монографии и многочисленных статей по билингвизму и языковым контактам.anastassia.zabrodskaja@gmail.comUniversity of CyprusКипрский УниверситетStockholm University Dalarna UniversityСтокгольмский университет Университет ДаларнаTallinn University University of TartuТаллиннский университет Тартуский университет15122019233VOL 23, NO3 (2019)ТОМ 23, №3 (2019)61964120092019Copyright ©; 2019, Karpava S., Ringblom N., Zabrodskaja A.Copyright ©; 2019, Карпова С., Рингблом Н., Забродская А.Copyright ©; 2019, Karpava S., Ringblom N., Zabrodskaja A.2019Karpava S., Ringblom N., Zabrodskaja A.Карпова С., Рингблом Н., Забродская А.Karpava S., Ringblom N., Zabrodskaja A.https://creativecommons.org/licenses/by-nc/4.0https://journals.rudn.ru/linguistics/article/view/21769The aim of this paper is to highlight translanguaging practices in the home among bilingual/multilingual Russian-speaking children and their parents in Cyprus, Sweden and Estonia. Multilingual families are the focus of our research: 50 in Cyprus, 20 in Estonia and 50 in Sweden. Using parental written question- naires with the focus on general background, socio-economic status and language proficiency, as well as oral semi-structured interviews and ethnographic participant observation, our study attempts to describe how family language policy is managed through translanguaging and literacy activities in multilingual Russian-speaking families in three different cultural and linguistic environments. Our results show both differences and similarities among Russian-speakers in the three countries, not only in their family language practices, but also in their attitudes towards the fluidity of language, language repertoires, translanguaging and Russian-language literacy. Russian-speakers incorporate a wide range of language repertoires in their everyday lives. Sometimes, such language contacts generate power struggles and the language ideological dimension becomes a key terrain to explore how speakers feel about the need to effectively attain a degree of multilingualism. Multilingualism and the maintenance of the Russian language and culture are usually encouraged, and parents often choose the one-parent-one-language approach at home. However, not all families make conscious choices regarding specific language management and may have “laissez-faire” attitudes to the use of languages in the family. We show how family language use and child-directed translanguaging can support, expand and enhance dynamic bilingualism/multilingualism, and reinforce and integrate minority language in a wider context: societal and educational.Целью данной статьи является рассмотрение практики общения между родителями и детьми в двуязычных и многоязычных семьях, где одним из языков является русский. В центре нашего исследования - многоязычные семьи на Кипре (50), в Эстонии (20) и Швеции (50). Используя письменные анкеты для родителей с целью получить информацию об их социально- экономическом статусе и владении языком, а также устные полуструктурированные интервью и этнографические наблюдения, авторы описывают языковую политику, которая осуществляется посредством развития межъязыкового общения и грамотности в многоязычных семьях в трёх разных культурно-языковых средах, показывают различия и сходства среди русскоязычных коммуникантов из этих трёх стран не только в их семейных языковых практиках, но и в их отношении к изменению языка, языкового репертуара, транслингвизму и русскоязычной грамотности. Русскоязычное население включает широкий спектр языковых средств в свою повседневную жизнь. Иногда языковые контакты порождают борьбу за власть, и идеологическое измерение языка становится ключевой областью для изучения того, каким образом достигается необходимая степень многоязычия. Многоязычие и поддержание русского языка и культуры обычно поощряются, и родители часто выбирают дома подход «один родитель - один язык». Однако не все семьи делают осознанный выбор в отношении использования конкретного языка и могут проводить политику «невмешательства» по отношению к языкам в семье. Мы показываем, как использование семейного языка и ориентированного на ребёнка транслингвизма может поддерживать, расширять и усиливать динамический билингвизм/ многоязычие, а также укреплять и интегрировать язык меньшинств в более широком контексте - социальном и образовательном.code-switchingbilingualismmultilingualismminority languageRussianпереключение кодовбилингвизммультилингвизмминоритарный языкрусский язык1.Arthur, Jo, and Martin, Peter. (2006). Accomplishing lessons in postcolonial classrooms: Comparative perspectives from Botswana and Brunei Darussalam. Comparative Education, 42, 177-202.2.Appel, René, and Muysken, Pieter. (1992). Language contact and bilingualism. 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