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In this paper, we present a discussion about being bilingual/multilingual since childhood and the challenges encountered, which need to be faced and overcome, so that the family does not give up on its purpose, mainly when it comes to a language of immigration (Deitsch/Deutsch ) and the German in contact with the Portuguese. We bring a theoretical discussion based on the features of bilingual/multilingual from Mackey (1972), King and Mackey (2007) and Grosjean (2010) and on the types of child bilingualism by Romaine (1995). Among the challenges that can be found in a multilingual education (BROCH, 2014), we emphasize three of them: i) the myth that children, who learn more than one language prematurely, will have difficulties in school; ii) linguistic prejudice, the result of an education centered on the belief in the need for linguistic homogeneity and iii) the lack of a linguistic policy sensitive to multilingualism, both of minority languages and of languages called "modern". [ABSTRACT FROM AUTHOR]

In this paper, we present the results of a research carried out with bilingual individuals who speak a so called "minority" language as one of their mother tongues. The research participants answered a questionnaire or an interview about their linguistic practices at home, which aimed to collect data on the family linguistic policies (KING; FOGLE; LOGANTERRY, 2008; SPOLSKY, 2012) established in this context and the ideologies that govern these practices. We assume that the linguistic ideologies (SPOLSKY, 2004; 2012) of these speakers could be under influence of myths and concepts that give the minority language a negative status, surrounded by linguistic prejudice. We present here results referring to five participants of the research, speakers of minority languages, which were analyzed in a qualitative way to unveil their linguistic ideologies. [ABSTRACT FROM AUTHOR]