The linguistic situation of newly arrived families threatened by forced migration in Germany after 2015 is characterised by attempts to learn German as the new official language and an unclear status of other languages,which played a role in their earlier lives, such as the heritage language ofthe family, the official language of the country of origin and other transit languages (Brücker et al. 2016, Panagiotopoulou & Uçan 2023, Panagiotopoulou et al. 2023). While the status of minority languages withoutofficial support in European countries and the implications for integrationand educational success are an issue of extensive debate (Kristen et al. 2011,Kruse et al. 2012, Kempert et al. 2016), the particular cases of Kurds fromSyria and Iraq and speakers of Pashto from Afghanistan are rarely studied.On the basis of semiguided interviews, the project examines the develop-ment of attitudes of minority school-age children and their parents fromAfghanistan, Syria and Iraq on their different languages and their familylanguage policy in a longitudinal perspective. In the theoretical frameworkof King et al. (2008) and Darvin & Norton (2015, 2017), their linguistic resources, preferences, ideologies and investments in language learning areanalysed. First project results will be presented on the basis of case studiesgrouped together in a typology on the basis of Brizić (2021).