Three diverse case studies in which developing nations (the Philippines, India, and Nigeria) have chosen English as the language of instruction for the purpose of enhancing national development are described. In each case, the linguistic situation presents serious conflicts between the forces of nationalism and modernization. The Philippines present an intricate combination of competing indigenous languages and strong colonial influences in the programs of language planning for educational development. India is a traditionally multilingual society, with no majority language but widespread use of English. Nigeria has the most complex language situation of any country in the world, with deep and serious conflicts between the indigenous languages and the former colonial language. Each case study examines why the situation is interestingly unique, describes the overall linguistic context and the historical and current language policy, examines problems in the existing system, and makes conclusions about the country's outlook for language and development education. (MSE)