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At a time when connections between English and globalisation seem stronger than ever, and at a time when the ‘dominant’ status of English vis-à-vis other languages is very prominent, it seems imperative for the LPP scholarship to make room for grounded explorations regarding English and its relationship to vernacular languages in non-Western educational contexts. Drawing on an eight-year ethnographic study of English-and-vernacular-medium education in Gujarat, India, this paper argues that it may be time for language planning and policy studies to adopt a situated approach that begins addressing issues around language planning- and policy-related inequities by first focusing on what is on the ground.1 By gaining insight into how divides between English and other languages are perpetuated by the enforcement of particular policies and by understanding how institutions and humans refashion and re-plan theirs and others lives by countering language policies, such an orientation opens up a way for us to go beyond thinking of language policies as entities that ‘happen to’ humans by allowing us to view language policies as hybrid entities that draw their force and movement from the lives of real peoples and their motivations. Such an approach is partially intended toward countering the top-down tendency of much LPP scholarship.
