Abstract
Greek Americans and Italian Americans have utilized institutions such as schools and community organizations to affirm and transmit their ethnic identity and heritage languages in the public forum. Both have advanced language education in a particular way and for different purposes. Greek Americans have concentrated on achieving their goals through ethnic churches and parochial schools while Italian Americans have mainly implemented Italian language programs through the American public school system. While sharing similar socioeconomic backgrounds, particularly during the early migration period, both immigrant groups also diverged in distinct ways throughout the course of the twentieth century. The current study compares the two groups’ approaches to language education while seeking to explain their differences and purposes. The study also examines the collaborative networks that have led to innovative new public school language models and bilingual education programs throughout New York City.
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