Res Humanitariae

Globalisation and migration have resulted in a growing number of children of Lithuanian descent being raised abroad, where their connection to the native language develops outside the natural linguistic environment. Lithuanian heritage schools play a crucial role in maintaining the Lithuanian language and the national identity; however, attendance is limited, and children’s motivation to learn Lithuanian depends on various family, educational and social factors. This article examines instruction in Lithuanian as a non-native language in heritage schools, with particular focus on students’ learning motivation. Empirical data were collected in 2025 through a quantitative survey involving 47 teachers from Lithuanian heritage schools in 15 countries, and 112 parents abroad raising children up to the age of 18. The questionnaires were designed based on theoretical sources on motivation, bilingualism and heritage language learning, and the results were analysed statistically. The findings highlight the pedagogical, family and social factors shaping children’s motivation, and contribute to a deeper understanding of Lithuanian language education in the diaspora.