Non-Native Bilingual Parenting (NNBP) is an emergent type of bilingual family setting where parents decide to raise their children bilingually in their second language, despite living in monolingual communities where their native language is spoken. However, research into family bilingualism has not yet given it much attention aside from a few published case studies. The present survey study aimed to shed light on the complex landscape of NNBP by exploring the Family Language Policy (FLP) of NNB families and the key factors that shape their attitudes and linguistic practices; specifically the parents’ competence in the target language. Data were collected in April 2021 by means of a parental self-report questionnaire and processed using IBM SPSS statistics software. The final sample included 62 families. Descriptive statistics revealed that One Parent One Language (OPOL) was the most common interaction strategy and that most parents used majority language with each other. Besides, the most frequent language socialization practices for this group were identified as well as their common ideologies. Most notably, low reported rates of code-mixing, a very strong impact belief and moderate concern about their non-native model. Nonparametric tests found that the parents’ level of competence in the target language affected some of their attitudes and practices. These insights invite further exploration of the field of family bilingualism. ELIA 23, 2023, pp. 51-85 DOI: http://dx.doi.org/10.12795/elia.2023.i23.02 61 María Elena García López is Saunders’ (1982, 1988). Between his two volumes, Saunders gives account of thirteen years of family bilingualism in English (native, majority language) and German (non-native, minority language) involving his three children. Aside from the description of the parents’ linguistic strategies conducive to the children’s bilingualism, Saunders includes a chapter describing how they supplemented minority language by means of books, TV, playgroups and so on. All three of Saunders’ children developed active bilingualism. To date, there are few more examples of academic research looking into NNBP either in the form of case studies (Döpke, 1992; García Armayor, 2019; King & Logan-Terry, 2008; Liu & Lin, 2019; Pearson, 2008) or survey based (Lozano-Martínez, 2019). Table 1 presents a comparison of the NNBP case studies available. Table 1: Comparison of existing NNBP case studies. Case Context Languages involved Method used Language between parent pair Other relevant information Saunders (1982, 1988) Monolingual English (Australia) Australian English & German OPOL Majority language Döpke (1992) Keith: Monolingual English (Australia) Australian English & German OPOL Majority language The other parent does not understand much minority language Pearson (2008) Case 6: Monolingual English (US) American Sign Language (ASL) & Spanish OPOL Doesn’t say ELIA 23, 2023, pp. 51-85 DOI: http://dx.doi.org/10.12795/elia.2023.i23.02 62 Family language policies of non-native bilingual parents... King & Logan-Terry (2008) Family A: Monolingual English (US) American English & Spanish OPOL/ MLAH Majority language mother- father/ Minority language mother- nanny full-time native speaker nanny García Armayor (2019) Monolingual Spain Spanish & British English OPOL Majority language Liu & Lin (2019) Monolingual China Chinese & English OPOL Minority language In-home Chinese grandparents This classification is based on the community context, the languages involved, the method of exposure, the language used in parent-parent interactions and other relevant information for the language addresed to the child. As we can see, most of them take place in an English speaking monolingual context and have German or Spanish as their target language. Besides, OPOL is the preferred method of exposure while the parents use majority language between them. Besides these publications, NNB parents have made up for the sparsity of research by looking to lay accounts and language support groups in online fora, social media or messaging platforms where families try to connect to others who share their non-native bilingual child-rearing goals (Piller, 2001). In addition, NNBP families have access to parent guides with encouragement and advice (Crisfield, 2020; Jernigan, 2015). As we have seen in the literature review, research into FLP has observed the relationship between the decisions that parents make towards the bilingual upbringing of their children and the children’s use of the target languages. These decisions include, but are not limited to, PDS, input patterns, and parental beliefs and attitudes. ELIA 23, 2023, pp. 51-85 DOI: http://dx.doi.org/10.12795/elia.2023.i23.02 70 Family language policies of non-native bilingual parents... minority language with the child both inside and outside the home, but most respondents complemented minority language exposure with a variety of supplementing strategies, although most did not have access to real life native models of the minority language. In the next section, the description of the FLP of NNB parents will look into the language socialization practices of the sample. What language socialization practices do NNB parents use to raise their children? This section covers the results of the descriptive analyses carried out for variables which pertain to the use of PDS in response to mixing and parental mixing, since a revision of the relevant literature reveals that these two aspects of the language socialization practices of bilingual children are normally looked at together (Döpke, 1992; Lanza, 1997). Regarding parental language separation, 66.1% of respondents declared that they did not mix languages in interactions with the child and an additional 19.4% that they did so only occasionally. PDS Figure 2: Contexts of exposure to the minority language