European countries and their regions are trying to develop quality foreign language policies to help citizens become communicatively competent. The Spanish region of Andalusia has implemented Bilingual Education since 2005, whereas in the United Kingdom the take-up rates of languages in schools are low despite the linguistic demands that Brexit will pose to citizens. Scotland, however, seems keen on promoting the inclusion of languages into curricula. Analysing language policies may help understand differences between both contexts and, ultimately, build synergies between the educational administrations of these countries. Considering that corpus linguistic analysis of language policies allows identifying political ideologies permeating language policy and planning, this article studies and compares the use of language in Scottish and Andalusian language teaching policies. Although differences are identified in terms of the focus of the instruction and the language approach followed, findings show the efforts of Andalusia and Scotland to foster plurilingualism.