Eithne Gallagher has written widely on the subject of ESL and language
acquisition in International Schools. Here is a selection of her
publications. Where possible, links to freely available material are
provided.
Books
‘The Glitterlings’. A story-based Early Years programme for international schools and pre-schools
incorporating the Interlingual teaching and learning approach for bilingual and multilingual learners.
Oxford University Press, 2015
‘Oxford English for Cambridge Primary - Teacher Books 3 & 4’. Eithne Gallagher & Else Hamayan,
Oxford University Press, 2015
‘Oxford International Primary English Teacher Resource Books 3 & 4’. Eithne Gallagher & Else
Hamayan, Oxford University Press, 2013
‘Equal Rights to the Curriculum: Many Languages, One Message’. Eithne Gallagher, Multilingual
Matters, 2008
Chapters in Books
‘How to Create Interlingual Classrooms’ in ‘Language Awareness in Teaching: A Toolkit for Content
and Language Teachers’. T. Chadwick, Cambridge University Press, 2012
‘Young Children have Stories to Share’ in ‘Welcoming Linguistic Diversity in Early Childhood
Classrooms’. Edna Murphy, Multilingual Matters, 2011
‘Weaving Other Languages and Cultures into the Curriculum in International Schools’ in ‘Identity
Texts: The Collaborative Creation of Power in Multilingual Schools’. J. Cummins & M. Early eds,
Trentham Books, 2011
Articles & Reviews
‘The Glitterlings and Interlingual Classrooms: Teaching and Learning through a Multilingual Lens in
the Early Years’ the International School Community website, //internationalschoolcommunity.com/,
2015 - 16
Review of the book 'Linguistically Appropriate Practice: A Guide for Working with Young Immigrant
Children (Roma Chumak-Horbatsch, University of Toronto Press, 2012) for the International Schools
Magazine, Vol 16, Issue 1, ECIS, 2013
Review of the book 'Sites of Multilingualism' (V. Lytra & P. Martin eds, Trentham Books, 2010) for the
International Schools Journal, ECIS, April 2011
'Letters to the President: Eithne Gallagher's students discover the benefits of Translanguaging' in the
International Schools Magazine, Vol 11, Issue 3, ECIS, 2009
'Wanted! Bilingual and Bicultural Leaders to Run Brave New Schools' in the Naldic Quarterly, Vol 7,
Number 1, Autumn 2009
'Promoting other languages through Interlingual teaching and Learning' a paper for the International
Baccalaureate Organisation, 2008
'A Curriculum for the Whole Child' in the International Schools Magazine, Vol 9, Issue 3. ECIS, 2007
Commentary: 'Equal Rights to the Curriculum', in the International Schools Magazine, Vol 8, Issue 1,
ECIS, 2005
A review of the book 'New kid in School' (D. Rader & L.H. Sittig, Teachers College Press, 2003) for the
International Schools Journal, ECIS, 2004
'Foreign Language Learning in Early Childhood' in the International Schools Journal Compendium, Vol.
1 ESL, ECIS, 2003
'What's in a Name?’ in the International Schools Magazine, Vol 6, ECIS, 2003
'The Key Role of the Administrator in the Success of the ESL Programme' in the International Schools
Journal, Vol. XXII, ECIS, 2003
'ESL: Bring on the Pen Pals' in the International School Magazine, Vol. 5, ECIS, 2003
'Back to the Mother Tongue' in the International School Magazine, Vol. 5, ECIS, 2002
'Bilingual Is Best' in the The International Educator, April 2002
'Passports to Better Understanding: The Marymount Passport Project' in the International School
Magazine, Vol. 4, ECIS, 2002
'Foreign Language Learning in Early Childhood' in the International Schools Journal, Vol. XX, April,
ECIS, 2001
'The Mother Tongue Issue' in the ESL Newsletter, ECIS, 1998
Drawing on teaching theory, this book
provides a wealth of practical
information, guidelines and checklists,
enabling educators and parents to test
whether students' linguistic diversity is
really being properly catered for.
The theory review and best practice
guidelines presented will be invaluable
to teacher-trainers, teachers and
administrators. They provide an
analysis of important issues together
with pragmatic pointers towards
improving educational practice so that
all children in a school will be
guaranteed what they deserve:
Equal Rights to the Curriculum
Written in collaboration with Else
Hamayan, these two teacher resource
books support use of the OUP
International English student books 3
& 4.
They provide teachers with the tools &
strategies needed to create truly
inclusive learning environments that
reinforce the importance of home
languages, ensuring the core English
skills of all pupils develop quickly.
Oxford International
Primary English
Teacher Resource Books
Eithne Gallagher & Else Hamayan
click on images to go to publisher’s website
© Eithne Gallagher 2012 - 2020
Last reviewed / updated May 2020
Here is Eithne’s enchanting new children's short story,
The Cloud-Swing
Gallucci Editore have published it on their “For the Emergency” page
and you can download it for free in Italian or English.
It is a useful resource for parents and teachers to discuss this crazy
moment we are living through with children.
Reviews of Equal Rights ...
"I enjoyed reading this book enormously. It is challenging and the author's approach is novel but
it is extremely readable and there is a wealth of research-based sources to give strong theoretical
background to her arguments. There is also an enormous amount of practical and usable advice
for parents, students, teachers and school leaders. I believe this book is worthy of becoming one
of the most fundamental and influential contributions to the field of SLA in International Schools for
many years."
Terry Haywood, Head, International School of Milan
"The classroom examples presented in this book illustrate vividly the opportunities for intellectual and personal
enrichment that open up when instruction builds on children's linguistic talents and cultural experiences."
Jim Cummins Professor, Modern Language Centre, Ontario Institute for Studies in Education at the University
of Toronto
"This highly original book is written by an expert and experienced teacher who has considerable insight and inner
understanding of classrooms and schools. It will spread best practice and increase school effectiveness in policy,
provision and practice."
Professor Colin Baker, Bangor University, Wales
"This is a powerful and accessible book about international education which should be read by parents of ESL and
bilingual children, as well as by all teachers and administrators. As well as raising awareness of issues that should
be addressed, there is a wealth of clear practical tips included in the book, both for parents and for teachers, that
will enable them to provide the best supportive environment for the flourishing of an international education. It is
highly recommended as an essential read to all those who want the best from an international education for all
students."
Carol Inugai Dixon in the International Schools Magazine Autumn 2008
"The author makes the intellectual, moral and practical argument for changing our thinking about the obligation we
undertake when we enrol second language children in our schools, and provides many innovative and practical
ways in which to carry it through into classroom lessons. Putting the author's knowledge and experience into book
form will make her accumulated wisdom that much more accessible and far-reaching."
Edna Murphy, former International School Head, founder of The International Schools Journal, & Honorary
Member of ECIS
"Gallagher's practical and readable book can be seen as a tool for parents and educators who are directly affected,
as we all are, by the hegemony of the English language. Gallagher does a thorough and admirable job of exploring
the relationship between language and power in international schools and providing clear solutions and
explanations for parents and educators who understand the value and ethical responsibility of creating schools
where multilingualism and multiculturalism are not simply respected but promoted."
Andrea Sterzuk in Teachers College Record Nov 2008
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