Language role and language policy in education in Papua New Guinea (PNG) are discussed. First, the history of language policy since the turn of the century is chronicled briefly. The present policy of requiring initial literacy education in English is described and its critics cited, and current proposals to provide literacy education in each child's native language are outlined. The failure of literate multilingualism in PNG, problems of widespread semilingualism, evolving language prejudice, and trends in English pidginization are examined as they are perceived in PNG and in the context of linguistic research. A portion of this discussion focuses on pidginization patterns, code-switching, and code-mixing, with examples provided. Recommendations are made for a language syllabus to replace the current English syllabus, emphasizing, in addition to traditional linguistic and pragmatic aspects of language, the understanding of the interaction between languages. Finally, implications for the teaching of languages for specific purposes are noted. A 107-item bibliography is included. (MSE)