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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
Eithne Gallagher Interlingual consultancy for truly International Schools
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
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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 
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© Eithne Gallagher 2012 - 2016 Last reviewed / updated April 2016
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