Immigrants' linguistic resources and proficiency have received attention in politics and academia; however, families' views about using the host country's language alongside their heritage language requires further research. By applying a socio-spatial approach connected to Critical Race Theory, this paper examines how mothers of Turkish origin in Germany perceive and experience their language use in home-school-society relational spaces and how this interacts with their ethnocultural identities. Qualitative interviews conducted with 22 mothers were analysed using qualitative content analysis. The findings illustrate that respondents' linguistic competencies and attitudes towards their heritage language and the German language are linked to their ethnocultural identities and influence their parenting in home, school, and societal spaces. However, the standing of their heritage language in schools and society influences how mothers position themselves within society, which in turn affects their home and school spaces. The findings can inform policies addressing education and social inclusion.