ABSTRACT
Immigrant communities in the UK have a long tradition of developing complementary schools, i.e., community-run programs held after regular school hours or on weekends that teach the home, or heritage, languages spoken by these communities (McLean, 1985). As newly arrived immigrants discover that their children lose the active use of the home language once they start school, and more established communities experience a loss of cultural identity, they have demonstrated great ingenuity and creativity in setting up schools for their children to address these trends.
