This volume presents an original, community-based study of Greek heritage language education in Canada. Through empirical data and stakeholder narratives, it explores the pedagogical, sociolinguistic, and policy dimensions of sustaining minority languages in multicultural settings. Combining qualitative and quantitative findings with a bilingual format, the book offers actionable strategies for intergenerational transmission, language maintenance, and inclusive program design. It contributes to scholarship in multilingual education, diaspora studies, and applied linguistics, while serving as a practical resource for educators, policymakers, and community leaders committed to heritage language sustainability.
