In this talk, Tommaso Milani will present how a discourse-ethnographic approach to Critical Discourse Analysis (Krzyzanowski 2011, 2017) can be applied to language and education policy research (see in particular Wodak and Safski 2018). He will begin by outlining the methodological steps of this approach. He will then move on to an empirical illustration of such steps. He will do so by taking language and education policy in Sweden as a case in point. Sweden has consistently been presented as a typical example of ‘multicultural pluralist citizenship’ (Koopmans and Statham 1999: 661); that is, a context in which ‘the state not only offers easy access to full social and political rights, but actually sponsors ethnic difference by recognizing immigrant groups as ‘ethnic minorities’ with their own cultural rights and privileges’ (661). Scholars have argued that, within such a multicultural haven, ‘citizenship is largely vacuous of popular sentimental registers’ and ‘does not stir up vigorous public debate and nationalist emotions’ (Jensen, Fernandez, and Brochmann 2017: 618). Such a conclusion has been drawn on the basis of analyses of Swedish legislation, which indeed promotes multilingualism and multiculturalism. Against this backdrop, the aim of this presentation is to challenge this rather “rosy” picture. Drawing on a discourse-ethnographic approach to CDA, he will illustrate how Swedish language and education policy has changed from espousing a multilingual ethos to promoting monolingualism; He will also show how such a discursive shift in Swedish language policy has had an impact on the lived experiences of migrants.