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Histories of colonization conjointly with the current economic global climate have enabled English to become a dominant global language. The desire for citizens to attain English language proficiency on a nation-wide level is a common pursuit in developing countries, including the island nations of the South Pacific where English competency is viewed as invaluable to education and associated with promising futures. Despite the threat to their own indigenous languages, in Education, a strong emphasis upon English permeates the South Pacific islands through government agendas, policies, and into teaching practice. Confronted with preparing for imminent migration due to rising sea levels, the Kiribati government is striving to prepare its citizens for impending diaspora. This article reports a study of the research-policy nexus in English language learning in schools, in the context of the Micronesian nation of Kiribati. Critical analysis of two government English teaching policies that shape curriculum, identified that the research-policy nexus lacked sufficient clarity; characterized with undefined terms, some contradictory information and an unclear research base. Implications for improving Education policies, Teacher Education, and classroom English teaching practices are provided and the argument made that further research is warranted to strengthen English language learning policies in the South Pacific.

Preparing I-Kiribati for the future: probing the English language research-policy nexus in Kiribati education in the South Pacific