New Book Title

7^th Intercultural Rhetoric and Discourse Conference

August 9-11, 2012

Indiana University-Purdue University Indianapolis (IUPUI)  Sponsored by the Indiana Center for Intercultural Communication (ICIC)

 The expanding umbrella of intercultural rhetoric comprises studies of cross-cultural text analysis and studies of interactions, in which writers and speakers with a variety of linguistic, cultural, and social backgrounds negotiate speaking and writing in a multitude of settings, e.g., classroom, business, industry, and health care.  Challenges for researchers and teachers are many.  This conference seeks to discuss the comprehensiveness of research to study these complex situations, keeping in mind the importance of translating research into practice in ESL, EFL, ESP, and ELF settings.

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Contributors

 Eugene García, Ph.D., Emeritus Professor, Arizona State University, Eugene.Garcia@asu.edu

 Jon A. Reyhmer, Ph.D., Professor, Northern Arizona University, Jon.Reyhner@nau.edu

 Anjali Pandey, Ph.D., Professor, Salisbury University, MD, axpandey@salisbury.edu

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Essential Linguistics familiarizes early childhood professionals with linguistics (language science), and demonstrates how this knowledge enables caregivers and teachers to i) more successfully teach young children core competencies—ranging from phonemic awareness, math and reading to health literacy and intercultural awareness; and to ii) systematically empower and include all children. It shows how knowledge of linguistics enhances teaching practice and connects and eases key components of early education, including curriculum, instruction, and assessment; bridging and diversifying multidisciplinary theory, praxis and learning environments (e.g., the home and classroom). By making language the center of P-3 instruction and learning, and demonstrating the art and science in language, Essential Linguistics makes early childhood instruction more carefully contextualized, comprehensive, hands-on and relevant. It provides educators with an enhanced understanding of language and language acquisition, minimizing misdiagnoses of special needs. It also highlights the benefits of integrating vocabulary from additional languages (especially Spanish). Educators do not have to be bilingual to employ the innovative approach proposed.

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Dr. ANITA PANDEY is Professor of English at Morgan State University.  She earned her doctorate in linguistics from the University of Illinois at Urbana-Champaign.  She holds two M.A. degrees and is Associate Editor of the  Journal of English as an International Language (www.eilj.com/editorial.php).

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