If we assume that culture is not a static phenomenon, but one which develops in line with concrete political, social, economic and cultural circumstances, then we must assume that that the Greeks in the Netherlands, who live and work in circumstances which are different to those of the Greek inhabitants of Greece, also develop different cultural models. Furthermore, if we assume that someone’s identity is not fixed and is not inherited, but is formed and developed in successive concrete circumstances, then one can expect that the individual develops an identity (or in general a personality) which suits their social environment. In the case of allochtonous children, their environment for socialisation is generally biculturalbilingual. Greek children in The Netherlands come into contact with different worlds: one - on the streets or at school for example - where the Dutch element is dominant, another – family life - where another sort of culture has developed, and life in Greece during the summer. What parents and teachers of the mother tongue call “ours” cannot be the same for children born in a foreign country. The question then naturally arises: “Who am I? What is my relation to this here and that there? Since the environment of these Greek children is bicultural and bilingual (or even multicultural and multilingual), then their ego synthesis will also have a certain bicultural character. In theory a synthesis of the two cultures will take place in the mental world of the children. This thesis reports on an investigation into the bicultural-bilingual socialisation of Greek pupils in the Netherlands against the background of the migration of families and their social-cultural and economic position in the Netherlands. The research carried out is sociological in nature, with a strong educational bent. This means that the relation which the Greek pupils have with Greek language teaching is examined at the same time. Which problems have an influence on Greek language teaching, and how can these be dealt with? The ...