This paper is an attempt to concisely present the educational context of linguistic peripheries and immigrant languages in Greece with respect to language teaching in its legislative/institutional perspective, as well as on the basis of insights drawn from sociolinguistics and language didactics. We start by a short description of the main issues, proceed with presenting the linguistic map of Greece with historical references and illustrate the Greek socio-political context with respect to national identity. Then we present Greek legislation and practice on primary and secondary school education in terms of linguistic peripheries, immigrant languages and foreign languages. Finally, proposals are made for the mthodological management of language teaching in the direction of cross-cultural dialogue and current examples are given. The article concludes that there is a lot to be done to effi ciently address the issue of linguistic peripheries and immigrant languages in the Hellenic Republic in terms of both respecting otherness and, at the same time, safeguarding Greek (and wider European) identity.