This chapter describes a study, conducted in 2021, which explores heritage language acquisition and pedagogical practices in Russian-speaking immigrant families in Germany from the sociolinguistic point of view (Dovalil and Šichova, Sprach(en)politik, Sprachplanung und Sprachmanagement, 2017; Brehmer and Mehlhorn, Herkunftssprachen, Narr, 2018). The chapter focuses on the parental practices of teaching the heritage language and correcting the child’s oral speech. The parental intervention is based on the concern to transfer Russian as a heritage language to their children in the home context (Gagarina and Klassert, Front Commun 3:1–14, 2018; Chen, Learn Landscapees 14(1):29–4, 2021). The basis of this quantitative study is online sociolinguistic questionnaires with 213 families. It aims to answer the following research questions: (1) How do parents try to develop their children’s heritage language? (2) How often do parents correct the oral speech of their children, and in which language(s) do they correct them? The study results show that most of the study participants consciously try to teach their children Russian in some form by using different language learning strategies. Furthermore, the majority of the participants stated that they try to increase their children’s vocabulary in Russian. In addition, different vocabulary improvement strategies used by the parents are broadly in line with general language learning strategies. Concerning the oral speech correction of children in both languages, we found that mothers generally correct their children more often than fathers, regardless of the language used.