Bilingualism and multilingualism are indispensable necessity of everyday life for the majority of the world's population. According to Romaine (1995), "linguists estimate that there are roughly 6800 languages in the world, but only about 200 nation-states. With more than 30 times as many languages as there are countries, bilingualism or multilingualism is present in practically every country in the world, whether it is officially recognized or not [6, p. 584]. This implies that multilingual educational contexts include the educational practices of most countries in the world. The various cultural and linguistic contexts existing in modern societies around the world create complex challenges for policy makers in many areas. In this regard, a wide range of conditions can have an effect on language policy. As Ferguson [15, p. 9] puts it, "all language planning activities take place in particular sociolinguistic settings, and the nature and scope of the planning can only be fully understood in relation to the settings". [38, p. 15] Also other issues pertinent to language policy such as "standardization, language planning and bilingual programs can also serve as the instruments of linguicide? [29, p. 23], which is a rampant and effectual phenomenon in multilingual contexts. In this paper issues most germane to language policy in multilingual educational contexts, namely components of language policy, language policies in nation-states, typologies and models of multilingual education, types of bilingual education, bilingual education models, immersion program, the effectiveness of bilingual education, standardization, standard languages, language ideology and beliefs, language loyalty, language planning and language policy shall be touched upon. In the epilogue the relationship between language policy, power and linguicide shall be followed by the recapitulation of the discussion.