Experiences of parenting in migration contexts undergo particular changes that develop various challenges. This qualitative study aims at exploring challenges and concerns of Arabic-speaking immigrant parents in Sweden regarding parenting while integrating into a migration context that differs from their own upbringing. Moreover, the study sheds light on how those challenges are negotiated. In order to answer my research questions, six parents, representing four families, were qualitatively interviewed and the collected data was thematically analysed. The results of this study show that Arabic-speaking immigrant parents face the following main challenges: ´acquisition of new knowledge about the host society´s language and culture´, ´balancing parents´ responsibilities inside and outside their houses´ and finally the ´lack of social network´. The results also emphasise that parenting challenges in migration contexts need intensified and productive cooperation between immigrant families and different parties in host societies to achieve the best interests of immigrant children and parents. Participants, in general, reflect an eagerness to implement their traditional parenting practices in ways that do not contradict to the standard parenting practices in the Swedish context. Finally, this study implies immigrant parents´ need to be recognised in host societies through respecting them and their children and considering their qualifications and the circumstances they have experienced before, during and after migration.

This study investigates how Levantine Arabic-speaking immigrant parents´ language ideologies, i.e how they think and feel regarding heritage language maintenance, and language policies influence heritage language maintenance or loss for their children. This overarching topic is explored by examining the following questions; (1) What do parents think about maintenance of heritage language for their children? and which concerns do they have? (2)How do they talk about and describe their children´s readiness or resistance to learn/maintain their heritage language? (3) What do parents believe their role is in maintaining heritage language? (4) In which way, according to parents, does maintenance of heritage language influence children´s construction of identity and sense of belonging? In order to answer these questions, I conducted five semi-structured interviews with five Levantine Arabic-speaking immigrant parents, from Palestine and Syria, residing in Sweden and analysed recurring themes using Braun´s and Clarke´s (2006: 87- 93) thematic analysis method. The study findings show that parents attached great significance to preserving their children's heritage language due to its close relationship with their cultural, religious, ethnic, and social backgrounds as well as strengthening their success opportunities in future. Furthermore, parents stated that their children did not resist maintenance of heritage language. Instead, results show that children were actively involved in discussions about heritage language maintenance and language practices. Parents confirmed that Arabic language is their children's heritage language. In relation to influence of heritage language maintenance on constructing children´s identity and sense of belonging, parents´ views varied between emphasizing its role in strengthening children´s sense of belonging to their Arabic background, allowing them a flexible ability to belong to two different cultures or communities, and that maintenance of heritage language is not the major influencer on constructing children identity. Participants discussed the methods they use to enhance Arabic language among their children, challenges they encounter, and potential solutions.