Abstract
This paper analyzes salient issues that emerged over the course of a language policy action research course at the Graduate Center City University in New York. The course, embedded in the larger scope of the Futures Initiatives, allowed students to study different language communities across different campuses in New York. This piece describes these findings in light of language policy and higher education in super diverse contexts and argues for further exploration of language practices to inform the work of educators across different settings in higher education.
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