This thesis explores the links between language and ethnic identity among a group of Greek Cypriot primary school students, using an ethnographic approach. Language is examined through students' language use and language attitudes and ethnic identity through their ethnic identification, awareness and attitudes. The principal question addressed is whether the students connect the Standard Modern Greek and the Cypriot Dialect with their preferred (or rejected) ethnic identities. In addition the role of English and Turkish are examined to some extent. This and other questions are explored taking into consideration theoretical principles from sociolinguistics, sociology and social psychology, as well as the specific socio-cultural context in which the students were situated. Furthermore, the formal educational policy making on language and ethnic identity in the Greek Cypriot context is examined for drawing some comparisons with the data from the students. The major findings are first that the use of the Standard in the class was connected with appropriateness and formality, and the students valued the Standard in term of prestige and aesthetics. In contrast, the Dialect although predominantly used in the classroom, was connected to low prestige, but at the same time appeared very strong in matters of identity and solidarity. Secondly, there was a relationship between language and ethnic identity. However this was not linear but multileveled and multi-layered, incorporating different elements and linguistic attitudes in which the Dialect played a central role. A multileveled, multi-layered model is proposed for explaining and understanding these complexities. The thesis concludes by outlining some implications for the current policy making in Cyprus.