This paper summarizes the literature on the use of fist and second languages in education. The first part presents findings from basic research related to commonly held assumptions about children and language learning including: age of learning, ease of learning, and time spent learning. The second part looks at findings from programs in Haiti, Nigeria, the Philippines, Guatemala, Canada, New Zealand, and the United States. The programs include immersion programs as well as bilingual education and primary school programs. The third section offers conclusions from both the basic research and the experiences presented in the second part. In summary, the authors offer recommendations for consideration by the Pacific island countries.
