There is evidence to suggest that the different languages of the Pasifika people in New Zealand are declining (Taumoefolau, Bell & Stark, 2003). This decline particularly in Manukau South Auckland, New Zealand, is a challenge. There are two sides to the challenge. The first, involves the interrelationship between language and culture. The other is a consequence of the impact that the decline might have on the English achievement of Pasifika students who speak a first language (L1) and English as a second language (L2), and on those who attend schools in New Zealand. This paper discusses the implications of this de “Will our (Cook Islands) Māori language survive?” is a question posed by Tongia (in Crocombe & Crocombe, 2003 ). Statistics show that the Cook Islands Māori language and its dialects are in decline and are considered endangered (Department of Statistics, ). This is not an issue that the Cook Islands face alone. Many indigenous nations worldwide are dealing with increasing use of the English language. Innovative ways to protect their languages and cultures from encroaching globalisation are being explored. It is timely to move from the language of critique to that of transformation and hope (Hauofa, cited in Robie, 1992). To this end, this paper explores early-childhood educational initiatives which have been implemented, and examines the constraints to development of authentic educational practices and initiatives implemented in the last decade by the Cook Islands, particularly in early-childhood education programmes aiming to regain culture and language. Further initiatives are considered to strengthen authentic and traditional practices. The term “maroro Māori” (flying fish) has been coined to describe the interspersing of English and Māori in sentence structures (Crocombe & Crocombe, 2003). This phenomenon, known as code-mixing, is explored as an innovative practice in the process of language evolution.line particularly identity and academic success for Samoan people living in Aotearoa, New Zealand.