In this paper, we will discuss the issue of heritage languages with the complementary theoretical frameworks of (a) language education and diversity and (b) the diaspora context—more specifically, within the framework of the diverse chronotopes of the Greek diasporas. Finally, we will focus on Greek as a heritage language (HL) in Canada and the education of the HL teacher. With these topics in mind, we aim to apply an inclusive theoretical lens to synthesize approaches to language diversity and its educational implementations. We do not separate named languages from the language practices of their speakers. As this approach explicitly rejects an either/or perspective, we do not have to choose between a named language (e.g., Greek as a heritage language in Canada) and its actual or potential speakers. Additionally, we will incorporate findings from Greek Diaspora Studies to situate the teaching and learning of Greek as a HL in Canada within the broader continuum of the Greek diaspora and the various global communities that consider Greek their heritage language.