Key findings: The problems of the Greek minority in Albania continue to affect the wider relationship between Albania and Greece. -- Efforts to improve the situation and human rights of the minority have met with delays and difficulties as both past and present Albanian and Greek governments have been willing to use nationalism as political capital for electoral benefits. -- External manipulation of the minorities' issues by nationalist-based groups has hindered efforts to correctly evaluate the minority situation and contributed to interethnic tensions. -- The election of a new government in Greece may offer an opportunity to attempt to solve some of these problems and improve regional relationships

This book aims to provide an original perspective on the changes that Greece has undergone in recent decades, by examining questions related to border disputes and migration, minority issues and national inclusion, and their effect in reinforcing discourses of glorification of the past and tradition on the fringes of Greek territory.

Bilingualism and Multiculturalism in Greek Education investigates the factors affecting language maintenance/shift among second-generation Albanian and Egyptian migrant pupils in Athens. Using a combined quantitative and qualitative methodology, it explores the influence of three sets of variables on language maintenance. These are a) ethnolinguistic vitality, defined by the demography, status and institutional support of each group in Greece, as well as migrant and Greek pupils’ perceptions regarding these factors; b) migrant parents’ attitudes to language maintenance and their role in language transmission in the home; and c) the attitudes of teachers and the institutional approaches of mainstream Greek education to linguistic and cultural diversity. Results indicate that: • knowledge of Greek is common among today’s children of Albanian and Egyptian immigrants and preference for that language is dominant; • bilingualism varies slightly between Albanian and Egyptian second-generation pupils with Egyptians being more dominant in the parental language, due to their higher degree of identification with their ethnic group in comparison to the Albanian pupils; • the school context plays a significant role in the ability of second-generation youths to achieve and maintain bilingual fluency.

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