Language policy research has gone through three stages of development since the 1960s. The early stage focused on macro social and political factors, the second stage criticized early research and emphasized language ideology, and the third stage adopted a postmodern perspective to focus on the impact of globalization and regional integration on language policy. The development of the Internet and new media technology also challenges language policy research. The key issue in the research is how to combine macro social and political factors with micro individual language practices. Hult proposed that language policy should be studied at different levels, with a redistribution of resources and power between levels. Language policy research not only focuses on policy formulation, but also emphasizes how individuals interpret and implement policies. The ethnographic method is becoming increasingly important in language policy research, originating from anthropology and emphasizing comprehensive description and analysis of social reality, as well as fieldwork and reflection. Ethnographic research aims to present patterns or patterns beyond individuals through in-depth case analysis. In the past two decades, research on ethnographic language policies has emerged, such as Hornberger and Johnson's multilevel analysis of language education policies in the United States and Bolivia, and McCarty's study of language preservation policies for North American Indian communities. The importance of ethnographic methods lies in their integration of language policy research at different levels, focusing on the subjectivity of individuals and communities, providing a fully contextualized perspective, and contributing to more accurate and comprehensive research results.