As the editors reviewed the case studies, a few notable trends appeared. These are listed below with the country/ies where a trend was noted following in parenthesis.
1. Government is making decisions about English language instruction with little consultation with the Ministry of Education (MOE) or knowledgeable ELT professionals. (Italy, Sri Lanka, Egypt)
2. Implementation timelines are short, so teacher training is not sufficient or thorough in either pedagogy or basic communication. (Taiwan, Turkey, France, Egypt, Italy)
3. Language curriculum and instruction in secondary schools must be revised when students begin studying English in primary school. (Mexico, India, Italy)
4. Communities have concerns regarding the influence of English instruction on L1 reading. (Vietnam, India)
5. Efforts are being made to improve English language instruction by improving the quality of spoken English of the instructors. (France, Italy, Korea, Sri Lanka)
6. Approaches to instruction are shifting from teacher-centered to student-centered through the adoption of new curricular initiatives, literature-based approach (Hong Kong) or a content-based approach (Mexico, Taiwan, Italy).