How to Use Video Calls With Grandparents for Heritage-Language Practice

A video call with a grandparent can be more than a quick hello. It can also become a warm, practical place for a child to hear and use a heritage language with someone who has real stories, expressions and family connections to share.

The best calls usually do not feel like formal lessons. Young children may lose interest when adults ask a long series of questions, especially if they are tired, shy or still finding words. A short activity gives everyone something to look at and talk about. The goal is a genuine exchange, not a perfect performance.

Why plan a small activity for the call?

“Tell Grandma what you did today” is a broad request. A child may understand it but not know where to begin. A familiar book, flash card, drawing or household object makes the conversation more concrete. The child can point, name, choose or demonstrate before attempting a longer answer.

A simple plan also helps grandparents. They know what kind of question to ask and can repeat useful words naturally. Parents can support the conversation without having to translate every sentence.

Keep the call short and predictable

Choose a regular time when possible, but be realistic about time zones, meals and bedtime. Ten focused minutes can feel more enjoyable than a long call that stretches past a child’s attention. Let the grandparent know the activity beforehand so they can prepare one small item or question too.

A helpful routine might be:

1. one familiar greeting
2. one object, card or page to share
3. two or three simple questions
4. a family story or playful turn
5. one familiar goodbye

Repeating the same structure means the child does not have to work out what will happen each time. You can vary the topic while keeping the shape of the call familiar.

Choose one conversation anchor

Before the call, invite your child to choose something they genuinely want to show. It could be a favourite toy, a picture they drew, an ingredient from dinner, a leaf from the garden or one card from a heritage-language deck.

Little Pumpkins’ live Flash Cards collection offers Gujarati, Nepali and Punjabi options that can provide a visual prompt. The child does not need to know every card. Choose one familiar card and decide on one word or short phrase to use during the call.

If your child prefers writing or letter practice, they could show a page they have worked on from the live Books collection. Avoid asking them to complete a page on camera unless they want to. Sharing something already attempted keeps the focus on conversation.

Prepare three easy prompts

Give the grandparent a few prompts before the call. Keep them open enough for conversation but simple enough that the child can respond with a gesture or short answer.

• What did you bring to show me?
• What colour, shape or size is it?
• Where did you find it or who gave it to you?

Use the family’s heritage language for the prompts when possible. If a phrase is unfamiliar, check it with a trusted speaker rather than guessing. A parent can also say the first part of a sentence and let the child add the final word.

A 10-minute video-call routine

Minute 1–2: greet and settle in

Start with the same greeting each time. Give the child a moment to see who is on screen and adjust the device so hands and the chosen object can be seen. Avoid beginning with several questions at once.

Minute 3–5: show one thing

Let the child hold up the object, card or page. The grandparent can name it, describe one feature or ask one prepared question. If the child answers in English or combines languages, respond to the meaning first. Then model a short heritage-language phrase without demanding repetition.

Minute 6–8: let the grandparent share

The grandparent can show a related object from their home, say a short rhyme, demonstrate a gesture or tell a brief memory. For example, if the child shares a kitchen spoon, the grandparent might show a utensil they use and explain when it appears in family cooking. Keep stories brief enough that the child can remain part of the exchange.

Minute 9–10: finish with a repeated goodbye

End with the same goodbye, blessing, rhyme or question about the next call. Stopping while the child is still engaged makes the routine easier to repeat. If they want to continue, that is a welcome bonus rather than a requirement.

Support a child who feels shy

A child does not need to speak immediately. They can wave, point, hold up a card or choose between two options. Parents can speak alongside them at first and gradually leave more space. It may help to rehearse only the greeting and one sentence before connecting.

Avoid telling relatives that the child “knows this word” and then asking for a demonstration. That can turn a family call into a test. Instead, invite the child to help with the activity: “Can you show Nana which card you chose?” The invitation leaves room for participation without putting them on display.

When everyone speaks at a different level

Grandparents may be fluent speakers while parents or children use less of the language. Decide on a simple approach that welcomes everyone. The grandparent can say a short phrase, pause, and repeat it once if needed. A parent can clarify the meaning, and the child can answer in whichever language helps them continue.

Mixed-language conversation is still family conversation. Focus on adding useful heritage-language words rather than removing every English word. Over time, a repeated greeting, question or phrase can become part of the family’s shared routine.

Try four easy call themes

• Something from today: show one object used at school, home or the park.
• Same or different: compare an object in the child’s home with one in the grandparent’s home.
• Choose a card: select one flash card and use its word in a short exchange.
• Family memory: ask the grandparent for a brief story connected to an object, food or celebration.

Rotate the themes instead of inventing a new activity every week. Familiar formats reduce preparation and give children another chance to use phrases they have already heard.

Keep a tiny record after the call

Write down one word, expression or story from the conversation. A child might draw the object or add a simple label. This record can guide the next call: revisit the same word, ask a follow-up question or choose a connected item.

Do not turn the record into homework. One note is enough. Its purpose is to help the family remember what felt meaningful.

Connection comes first

A successful heritage-language video call is not measured by how many words a child says. It is a moment when family members understand one another, share something real and leave wanting to talk again. Keep the routine short, use one visual anchor, welcome gestures and mixed-language answers, and let grandparents contribute their own stories.

For the next call, choose one familiar prompt from Little Pumpkins’ live flash cards or books, then build the conversation around it.