Education is an integral social institution which has a major impact on the development and maintenance of language policies around the world.
So, while children learn different vernacular varieties or dialects at home, schools further influence the development of their linguistic skills and their language ideologies.
In fact, by using Bucholtz and Hall's theory of intersubjectivity,[3] Shanan Fitts argues that the imperatives of "adequation and distinction", "authentication and denaturalization", and "authorization and illegitimation" interact linguistically in school domains.
Meanwhile, authentication and denaturalization allows students to categorize their linguistic, and consequently, cultural identities either as natural or learned.
[4] Because of the differences in vernacular or dialects between home and schools, some children may experience a linguistic gap, which is greatly affected by language education policies.
Spolsky argues that schools should take this gap into consideration when deciding the medium of instruction and linguistic goals for themselves.
[2] Specifically, Spolsky highlights the controversy of incorporating a mother-tongue education in schools, which is an effort of teaching children using the linguistic varieties spoken at home.
[2] Contrastingly, systems like the French and Portuguese colonial models along with the English-Only movement in the United States immediately begin instruction in the official language under the assumption that the students will learn it through immersion.
If a country has a bilingual or multilingual policy or goal, schools are usually expected to help in the development of the other language(s).
With respect to the first consideration, it is a common fact that individuals modify the way they speak by changing their vocabulary, pronunciation, and syntax of their speech according to who it is they are talking to and the circumstances and surroundings of their conversation.
[2] With respect to language policy, family domain is a major locus of multilingual and monolingual experiences.
Islam and Judaism traditionally provide religious texts in the original languages of Arabic and Hebrew, respectively.
Leaders in the workplace which are generally managers not only put on the linguistic model for their workers but also get to initiate the pathway.
Just as businesses are growing ever more diverse in our globalizing world, governments, too, are adapting, expanding, and developing on various social practices to create social domains within their structure that are conducive to an appropriate atmosphere for what they want to accomplish and the presence they wish to portray to their superiors, subordinates, constituents, and possibly even foreign bodies.