Educational Policies in Vanuatu and New Caledonia: Challenges for Indigenous Languages

Abstract

The world currently faces a significant loss of linguistic diversity. The Pacific region home to nearly 20 per cent of the world’s languages, many of them highly endangered is at the forefront of this challenge. Vanuatu and New Caledonia are two emblematic territories in Melanesia where educational language policies intersect with colonial legacies, political aspirations, and initiatives to safeguard indigenous languages and cultures. There is robust evidence that ensuring every child has access to education in their mother tongue reduces inequalities, fosters inclusion, and improves basic skills such as reading and writing (Hélot and de Mejía 2008). This In Brief examines how schools and universities in Vanuatu and New Caledonia support linguistic diversity despite the complex web of historical legacies and institutional obstacles. The analysis is based on interviews with 31 stakeholders from ministries, curriculum departments, universities, and teacher training institutions in both places (2022–23). This qualitative approach revealed the ideologies, resistances, and aspirations that shape the implementation of language policies.