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This chapter explores the role of collaboration and reciprocity in the development, documentation and interpretation of one Irish primary school’s approach to the management of extreme linguistic diversity–more than 50 home languages among 320 pupils. The approach, which to the best of our knowledge is sui generis, has two key features: pupils’ home languages played a significant role in the educational process even though they were mostly unknown to the teachers; and pupils from immigrant families successfully transferred their emerging literacy skills in English and Irish to their home language, mostly without benefit of explicit instruction. The chapter begins by focusing on the reciprocal nature of the collaboration between the two authors, the former principal of the school (Déirdre Kirwan) and a researcher (David Little). It then describes what the school’s approach looked like in 2014/2015, after some …