Even though pedagogy and language policy and planning are well researched and well-established fields in their own rights, the relationships between these two fields are not systematically addressed. One of the consequences of this situation is that our understanding of the impact of policy on practices of language teaching is not clearly understood. This paper examines a range of articles that address the complexities, the challenges and the gap between pedagogies and language policy and planning and argues for the crucial need to recognise pedagogy as an integral part of the language policy and planning process. In particular, the article suggests the need for language planning to integrate and to articulate clear and coherent pedagogies as well as to communicate policies effectively and provide resources needed for pedagogical change.