This volume presents the main achievements in the language education policy research (1984-2012) in the West and the scope and characteristics of the works included in it have reflected its interdisciplinary nature, encompassing various traditions in linguistics, education, anthropology, sociology, etc. The articles and chapters in this volume provide a wide range of perspectives on how the language practices in formal and informal educational contexts are infl uenced by various factors and how this research paradigm reconstructs the field of language-in-education policy. The topics covered include: mother tongue education, bilingual education, school language policy, teachers’ role, language testing, education’s role in language maintenance and revitalization, relationship between language education and development, family language policy, etc. The discussions in this volume show that the academics generally recognize the language-in-education policy as a multifaceted phenomenon and process, focusing on the macro language policy’s impact on classrooms and communities, the development of local language policy at the institutional establishments, community and family contexts and the interaction between these two dimensions. Researchers usually adopt the ethnographic approaches to examine the language practices and reach a deep understanding, which is also refl ective and critical, with an aim to obtain a better understanding of the significance of language education policy research in explaining and guiding language education practices. However, it is found the researchers have yet to explore the basis for a broader meta-theoretical framework to understand the interrelationship between macro and micro policy and practice within language-in-education policy. The implication for language education policy researchers in China is to focus their research on the language practices in educational institutes in China and base their theoretical thinking on solid empirical facts, thus provide localized resolution for the further development of language-in-education policy researches.