ABSTRACT
Over the last two decades, and particularly since the turn of the twenty-first century, many of the tenets of language policy have been disrupted and, in many cases, fundamentally altered as a result of changing social, political, economic, ideological, and technological conditions. From a methodological point of view, many of the domains that have been the focus of our research (e.g., schools, families, and media) and which were previously (and perhaps erroneously) taken for granted as stable now require constant revisiting, refocusing, and critiquing. This contribution is framed as a dialogue, reflecting on if and how changing socio-political-technological conditions are impacting on our understanding of language policy, and what the theoretical and methodological implications of this might be.
