ABSTRACT
This chapter surveys the teaching of English to young learners across a range of countries of the ‘Anglophone’ Pacific region. English serves as an official language in these countries, and is firmly established as the principal medium of instruction throughout secondary and tertiary education. However, the teaching and educational use of English during early childhood and primary education varies widely across the Pacific, both in policy and in practice.
Three broad issues will be discussed. The first is the ambiguity of the status of English, which may serve as a first, second or foreign language for different children. The second is the competing space in the early English curriculum for literacy development, formal language instruction in what may be a foreign language for many and preparation for the use of English as a medium of instruction across the rest of the curriculum. The third is teacher training, which is not currently preparing teachers adequately to teach English effectively in this complex range of contexts.
