Equal Rights To The Curriculum: Many Languages, One Message

They may be migrants or members of a linguistic minority. They may or may not be proficient in the language their children are learning. Whatever the circumstance, those whose children are learning a new language in the classroom need to be involved in what their children learn. Master practitioner Gallagher, gives parents and teachers, teachers in training, administrators and policy-makers a better understanding of teaching theory and the ways it is applied. She describes hidden and overt power structures in international schools, generally accepted theories and standards of good practice, issues related to third-culture children, the role of parents for whom English (or the prevailing language) is not their first, the art of promoting other languages in the classroom, and ways to choose an international school. She provides checklists of questions to ask and other guidelines for parents. Annotation c2008 Book News, Inc., Portland, OR (booknews.com)

Eithne Gallagher is recognised as an authority in the field of ESL in International Education. She has worked in International Education for over twenty years and has taught English as a foreign language, French as a foreign language and ESL at both primary and secondary levels. Presently Eithne works as an ESL teacher in the Elementary department of Marymount International School Rome. She has been chair of the European Council of International Schools (ECIS) ESL & Mother-tongue committee, is a regular presenter at International School conferences and has delivered workshops and lectures for teachers and administrators across Europe. Her writings on ESL & Mother-tongue issues have been published in the International Schools Journal and Magazine. Eithne is the mother of three bilingual children and lives with her family on a hilltop outside Rome.