This publication reviews research findings on selected aspects of home and school language usage in the Pacific region, which is a multilingual context with English as the common language. Patterns of indigenous and English language vary considerably across geographical areas. Traditional cultures and languages are changing rapidly. The wide variation in language environments leads to educational policies and practices that use a complex array of English and vernacular language. Language minority students lag behind others in overall school performance. Parents may overuse English, their weaker language at home, because they worry about insufficient exposure, though they should really communicate in their stronger language. Homes provide a rich environment for language learning. Public sentiment affects language usage in the Pacific. Current research supports use of students' vernacular language in school and highlights the advantage of proficiency in two languages. Research also suggests there are two types of language proficiency (basic interpersonal communication skills and cognitive academic language proficiency). Instructional models for teaching English language learners include structured immersion, transitional bilingual, bilingual immersion, and two-way bilingual programs. Schools should work to include families and home cultures, help children learn new rules of communication, and integrate school and community. (Contains 103 references.) (SM)