This article presents evidence from a linguistic analysis conducted on the National Curriculum Framework for Teacher Education (NCFTE) 2009, and explores the dialogic characteristics of the document driving the current reform of teacher education. I address one orienting research question: in what ways and to what extent are the aims and intentions of reformers linguistically realised in the text of the NCFTE? I begin this article with a brief on the foundations and content of the NCFTE. I then turn to an analysis of the data derived from the text of the NCFTE, and show that both monoglossic and heteroglossic dimensions are evident in the text, but that they are both used in very distinct ways. The implications of this work extend beyond semantics, and can serve to press policymakers to think about how the linguistic resources they employ can shape the discourse of educational reform in India.