Heritage language education in Finland has a long history (almost half a century) but it has not received much attention neither by the school system nor by researchers. Furthermore there is a gap in the literature on pluricentricity in heritage language teaching even though many of the heritage languages taught in Finland have more than one standard variety.The purpose of this ongoing study is to review the organization of pluricentric language teaching to map challenges in teaching and to approach attitudes towards variation and this kind of studying in a heterogeneous group in a diasporic context. I aim at reaching all stakeholders in the educational process: organizers (coordinators) content delivery personnel (teachers) and recipients (students represented by their guardians). The study aims to cover the topic of pluricentric languages as heritage languages in general trying to include as many languages and as many respondents as possible using a quantitative method (questionnaire).The study covers the following questions: 1. How are pluricentric languages organized when they are taught as heritage languages? 2. How do teachers plan and perform teaching in heterogeneous groups when teaching pluricentric languages as heritage languages? 3. How do parents see variation in their own language and what are their expectations from language lessons in a diasporic context considering the variation in their language? Preliminary results show that when it comes to pluricentricity there is lack of communication between the three parties and that educational technology and online resources in general are seen as valuable for teaching which engages different linguistic varieties simultaneously.

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