European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism.

欧洲国家及其地区正在努力制定高质量的外语政策，以帮助公民提高交流能力。自2005年以来，西班牙安达卢西亚地区开始实施双语教育，而在英国，尽管英国退欧对公民构成了语言上的要求，但学校对语言的接受率仍然很低。然而，苏格兰似乎热衷于促进将语言纳入课程。分析语言政策可能有助于理解这两种情况之间的差异，并最终在这些国家的教育管理部门之间建立协同作用。考虑到语言政策的语料库语言分析可以确定渗透到语言政策和计划中的政治意识形态，本文研究并比较了苏格兰和安达卢西亚语言教学政策中语言的使用。尽管在教学重点和所采用的语言方法方面存在差异，但调查结果表明，安达卢西亚和苏格兰为促进多元文化做出了努力。