Research Article
English Teaching Models in Pacific Island Countries and Implications
Shuo Zhao*
Issue:
Volume 11, Issue 6, December 2026
Pages:
262-270
Received:
24 August 2026
Accepted:
4 October 2026
Published:
10 November 2026
DOI:
10.11648/j.ijecs.20261106.11
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Abstract: English Teaching Models in Pacific Island Countries and Their Implications for Asian ESL/EFL Contexts examines the unique approaches, challenges, and innovations in English language education across Pacific Island Countries (PICs) and their potential applications for Asian ESL/EFL (English as a Second Language/English as a Foreign Language) contexts. The study is structured into five key sections. First, it explores the current status of English teaching in PICs, highlighting the role of English as an official or de facto language in education and governance, while noting disparities in implementation due to geographical, socioeconomic, and linguistic diversity. Issues such as consistent policy enforcement, teacher shortages, and varying student proficiency levels are discussed, alongside the influence of local languages in bilingual education models. Second, the paper identifies major challenges and barriers, including inadequate teacher training, limited resources, linguistic diversity, and socioeconomic constraints. Geographic isolation and the dominance of vernacular languages further complicate English acquisition, with standardized assessments revealing significant gaps in student literacy. Third, it showcases innovative teaching models developed to address these challenges. Examples include technology-integrated solutions (e.g., offline digital tools and radio-based lessons), bilingual transition programs, teacher peer-learning networks, and community-engaged literacy initiatives. These models emphasize adaptability and local relevance. Fourth, the study analyzes cultural and contextual adaptations in pedagogy, demonstrating how PICs integrate Indigenous epistemologies, place-based learning, and relational pedagogies rooted in communal values. Such approaches decolonize traditional ELT (English Language Teaching) methods by prioritizing culturally sustaining practices. Finally, the paper offers recommendations for Asian ESL/EFL contexts, advocating for culturally responsive teacher training, staged bilingual education, low-tech resource solutions, and alternative assessment frameworks. Inspirations from PICs underscore the importance of contextualizing English instruction to reflect linguistic and cultural landscapes while maintaining global relevance. This research contributes to broader discussions on equitable language education, particularly for marginalized and multilingual regions, by demonstrating how PICs navigate globalization pressures while preserving Indigenous knowledge systems. The findings advocate for a balanced approach that values both English proficiency and cultural sustainability in language planning.
Abstract: English Teaching Models in Pacific Island Countries and Their Implications for Asian ESL/EFL Contexts examines the unique approaches, challenges, and innovations in English language education across Pacific Island Countries (PICs) and their potential applications for Asian ESL/EFL (English as a Second Language/English as a Foreign Language) context...
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