This overview identifies some common features of macro-level language planning and briefly summarises the changing approaches to the analysis of macro-planning in the field. It previews six cases of language-in-education planning in response to linguistic diversity presented by the contributors to this issue. The cases show how macro-planning can either fail to recognise diverse ethnolinguistic identities or work to acknowledge them. Three common themes in language planning for multilingual education can be identified from the contributions: (i) top-down definitions of what counts as mother tongue can have both intended and unintended outcomes; (ii) language-as-problem responses to linguistic diversity can work to reinforce social exclusion; and (iii) the acknowledgement of diversity and minority language rights needs to flow through from statements of intent to on-the-ground implementation if they are to become a reality.