This article characterizes language policy both as a direct and indirect result and/or component of academic institutional development. In support of the view that language is an accessible and infinitely creative resource, it posits the necessity of engaging stakeholders in a school community in problematizing language goals and needs. As a result of such participatory process, an academic institution is able to facilitate spontaneously and sensibly the twin processes of language planning and language policy development. The discussion articulates that typologies of language policies, while generally helpful, are not necessarily sufficient in accounting for the uniqueness of evolved language plans and policies in more specific contexts. Thus, a language plan or policy is better appreciated when examined in light of the circumstances of its natural or in many cases, mediated evolution.