Every three years, Texas Council of English Language Arts (TCTELA) selects a new editorial team for English in TexasEnglish in Texas is a national, peer-reviewed journal focusing on teacher research, classroom application, student writing, and professional development in English Language Arts.  The journal editorial team has responsibility for all final decisions pertaining to the content and quality of each issue of English in Texas.  Email questions to the editorial team at englishintexas@uh.edu

Editorial Team from University of Houston


Margaret Hale, Ed. D.
Dawn Westfall, Ed. D.
Glen Russell, Ed. D.
Heather Pule, Ed. D.
Eve Zehavi, Ph. D.
Roni Dean-Burren, Ph. D.

The editorial team of English in Texas, the peer-reviewed journal of the Texas Council of Teachers of English Language Arts, invites you to submit your manuscripts. Speak to Texas teachers about the practice of teaching the English language arts in Texas.

We also welcome submissions for our NEW standing columns (500-1000 words):

Putting It All Together:  This column focuses on opportunities teachers provide to integrate reading, writing, listening and speaking.  What are some successes you’ve had in integrating reading, writing, listening and speaking?  What resources have you consulted?  How do your students respond to integrated lessons as opposed to isolated lessons?  To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

The Tech-Savvy Teacher:  This column focuses on ways to incorporate technology into your daily teaching.  What are some technology tools you’ve found useful?  How do these tools inform your instruction?  How do students respond to these tools?  What is required to use these tools?  To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

New Teacher Voices:  This column provides a space for teachers with 3 or fewer years of classroom experience to have a voice.  Share with other young teachers and remind veterans what it is like at the beginning of a teaching career.  What are some of your great successes?  What lessons have you learned from your failures?  What is the best advice you have received?  What resources do you count on to get you through? To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

Call for Reviewers

English in Texas, the premier journal of TCTELA with a readership of 1,000+ throughout Texas and the U.S., is seeking reviewers to join the current group of professionals serving on our review board.  We highly value peer review by all stakeholders: practitioners, academicians, and administrators, who support the teaching of English Language Arts.  We are looking for reviewers with a wide variety of interests and areas of expertise.

If selected you agree to review no more than THREE manuscripts in a 12 month period.  Manuscripts should be reviewed and returned within 15 days.  If you are unable to complete your review within 15 days you can decline to review for that cycle.  Please note, however, that after two failures to review or two late reviews, you will be removed from the active list of the review board.

If you are interested, please let the editorial board know by contacting us at EnglishinTexas@uh.edu.  We look forward to hearing from you. 

Calls for Submissions

English in Texas, Vol. 48.2
Fall/Winter 2018
Theme:  Teachers Speaker
Manuscript Deadline:  September 1, 2018
Column Deadline:  September 15, 2018

Call for Submissions:  

The Fall/Winter issue of English in Texas will take a different structure than issues in the past. The issue encourages teacher input on the challenges, celebrations, concerns, and successes of day-to-day life interacting with students in the classroom, specifically related to the application of the new ELAR standards. The editors of English in Texas request submissions of shorter, classroom-focused pieces, especially from current classroom teachers, with emphasis put on readability, practicality, and ease of application.

We live in an age when teacher voices exist in a discouraging contradiction. Voices from the classroom are being silenced through censorship, public teacher shaming and invalidation, misaligned priorities, political interests, and the ubiquity of heavy-handed standardization of curriculum and assessment. Yet concurrently, as the state of Texas implements new state standards, teacher input is perhaps more important thanever.

This adoption of the new Texas English Language Arts and Reading standards in particular presents a unique challenge and opportunity for Texas educators. Training will be offered to teachers from the state, region, and district levels as well as professional organizations like TCTELA, but when the rubber meets the road, the onus of responsibility for implementing the new standards will fall on classroom teachers. It is imperative that as teachers begin preparing for this major shift, they have places to turn to that offer support, ideas, sympathy, and resources to help them with the transition.

What are you doing in preparation for the upcoming standards? What are your concerns related to the implementation of the new ELAR standards? What classroom practices will you be relying on to help students achieve success? What restrictive forces act as barriers to you as you prepare for the transition? How do you prioritize your work as a teacher with so many competing forces demanding your time and energy? What do teachers, administrators, university faculty, state employees, and other interested parties need to know about your classroom, your kids, and your context?

We encourage you to make your voice heard in this timely and important issue of English in Texas. Our goal is to compile an issue that will leave teachers inspired and will be passed from classroom to classroom on campus. Please refer to the English in Texas manuscript submission guidelines. Do not hesitate to contact the editorial team at EnglishinTexas@uh.edu should you have any questions.

Furthermore, we invite interested individuals to submit ideas for our Fall/Winter columns, “Putting It All Together”and “The Tech- Savvy Teacher.” The below descriptions detail each column as well as provide information for contacting the column editor regarding your column idea. Please query the column editor BEFORE submitting you full column.

The columns to be published in the Fall/Winter Issues:

Putting It All Together: This column focuses on opportunities teachers provide to integrate reading, writing, listening and speaking. What are some successes you’ve had in integrating reading, writing, listening and speaking? What resources have you consulted? How do your students respond to integrated lessons as opposed to isolated lessons?To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

The Tech-Savvy Teacher: This column focuses on ways to incorporate technology into your daily teaching. What are some technology tools you’ve found useful? How do these tools inform your instruction? How do students respond to these tools? What is required to use these tools?To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

New Teacher Voices: This column provides a space for teachers with 3 or fewer years of classroom experience to have a voice. Share with other young teachers and remind veterans what it is like at the beginning of a teaching career. What are some of your great successes? What lessons have you learned from your failures? What is the best advice you have received? What resources do you count on to get you through? To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu

English in Texas, Vol. 49.1
Spring/Summer 2019
Theme:  Reflections: Beyond Boots, Borders, and Books: The many Faces of Literacy in Texas
Manuscript Deadline: April 1, 2019
Column Deadline:  April 15, 2019

Call for Submissions:  The 2019 TCTELA conference theme is “Beyond Boots, Borders, and Books: The Many Faces of Literacy in Texas.”  While Texas has its stereotypes, it is a state full of diversity. Our classrooms reflect this in their makeup of multiple races, ethnicities, and nationalities. In any classroom, you can encounter students that speak different languages, come from different socioeconomic backgrounds, have different gender identities, and vary in their achievement statuses, and we welcome them all. Rather than stereotype, it is our privilege as teachers to engage all of these students in our English language arts classrooms. 

TCTELA members devote their teaching lives to creating spaces that recognize and honor the diverse lives and literacies that live in our classrooms. We embrace the diversity of our students and of our discipline. We know firsthand that stereotypes are dismantled through critical questioning and thought followed by respectful listening, especially when the answers do not match our preconceived responses.

We encourage you to think about how you create these spaces in your ELA classroom. How do you navigate backgrounds, levels, and interests through literacy-oriented pursuits? What roles do written, spoken, digitized, and visual texts play in your classroom that support these ideas? How do you use writing to honor your students’ diversity of self and of study? How do the dynamic definitions of literacy continue to shift for you and your students?

We invite interested individuals to submit manuscripts, conceptual, pedagogical, research-based, and theoretical, as related to this topic of “Beyond Boots, Borders, and Books: The Many Faces of Literacy in Texas.”  Please refer to the English in Texaswebsite for manuscript submission guidelines.  Do not hesitate to contact the editorial team at EnglishinTexas@uh.edushould you have any questions.

Furthermore, we invite interested individuals to submit ideas for our Spring/Summer columns, “Putting It All Together” and “The Tech-Savvy Teacher” as related to the theme of “Beyond Boots, Borders, and Books: The Many Faces of Literacy in Texas.” The below descriptions detail each column as well as provide information for contacting the column editor regarding your column idea.  Please query the column editor BEFOREsubmitting your full column.  

The columns to be published in the Spring/Summer Issues:

Putting It All Together:  This column focuses on opportunities teachers provide to integrate reading, writing, listening and speaking.  What are some successes you’ve had in integrating reading, writing, listening and speaking?  What resources have you consulted?  How do your students respond to integrated lessons as opposed to isolated lessons? To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

The Tech-Savvy Teacher:  This column focuses on ways to incorporate technology into your daily teaching. What are some technology tools you’ve found useful?  How do these tools inform your instruction?  How do students respond to these tools?  What is required to use these tools?  To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

English in Texas, Vol. 49.2
Fall/Winter 2019
Theme:  Teachers as Readers and Writers
Manuscript Deadline:  September 1, 2019
Column Deadline:  September 1, 2019

Call for Submissions:  The Fall/Winter issue of English in Texas is focused on teachers as readers and writers.  Language diversity in the classroom is growing at a rapid pace.  Standards for English Language Arts teachers from professional organizations such as the National Council for Teachers of English, the International Literacy Association, and the National Board for Professional Teaching Standards all include standards calling for English teachers to possess an enthusiasm for both reading and writing.  

As English language arts teachers, our goal is to not only teach the standards, but to promote lifelong reading and writing. In order to accomplish that, we must be positive models of reading and writing for our students.  As Katherine Paterson wrote in her book Gates of Excellence: On Reading and Writing Books for Children (1981), “We cannot give them what we do not have.  We cannot share what we do not care for deeply for ourselves.  If we prescribe books as medicine, our children have a perfect right to refuse the nasty-tasting spoon.” 

How do you see yourself as a reader? As a writer? How does your reading impact your instruction?  How does your writing impact your instruction?  How do you share your literacy with your students?  What impact does this sharing have on them?  How do you work to, as NCTE says, build your stack of to-read books?  In what kinds of writing do you engage?

We encourage you to think about yourself as a reader and writer, and we invite interested individuals to submit manuscripts, conceptual, pedagogical, research-based, and theoretical related to teachers as readers and writers.  Please refer to the English in Texaswebsite for manuscript submission guidelines.  Do not hesitate to contact the editorial team at EnglishinTexas@uh.edushould you have any questions.

Furthermore, we invite interested individuals to submit ideas for our Fall/Winter columns, “Putting it all Together” and “The Tech-Savvy Teacher” as related to the theme of teachers as readers and writers.  The below descriptions detail each column as well as provide information for contacting the column editor regarding your column idea. Please query the column editor BEFOREsubmitting you full column.

The columns to be published in the Fall Winter Issues:

Putting It All Together:  This column focuses on opportunities teachers provide to integrate reading, writing, listening and speaking. What are some successes you’ve had in integrating reading, writing, listening and speaking?  What resources have you consulted?  How do your students respond to integrated lessons as opposed to isolated lessons?  To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

The Tech-Savvy Teacher:  This column focuses on ways to incorporate technology into your daily teaching.  What are some technology tools you’ve found useful?  How do these tools inform your instruction?  How do students respond to these tools?  What is required to use these tools?  To submit a column for publication consideration, please contact the editorial team at EnglishinTexas@uh.edu.

   

English in Texas Submission Guidelines

  • Inquiries and Innovations manuscripts are those that follow the biannual themes. Research articles should be no more than ten to fifteen double-spaced, typed pages in length (approximately 2,500 to 3,750 words), but classroom innovation articles should be eight to twelve pages in length (2,000 to 3,000 words).

  • Manuscripts should be typed in 12-point font and double-spaced throughout (including quotations, endnotes, and works cited), with standard margins. Microsoft Word 2004 or later is preferred. Please save copies of anything you send us. We cannot return any materials to authors.

  • Number all pages.

  • Adhere to the style guidelines set forth in the Publication Manual of the American Psychological Association 6th edition.

  • Ensure that the manuscript conforms to the NCTE Guidelines for Gender-Fair use of Language.

  • Tables and figures should be in separate file(s), but with their content included in the word count.

  • Provide an abstract of 150-200 words and a list of 5 key words pertaining to your Manuscript.

  • In your cover letter, please provide a statement guaranteeing that the manuscript has not been published or submitted elsewhere.

  • List your name, address, school affiliation, telephone number, and e-mail address on the title page only, not on the manuscript. Receipt of manuscripts will be acknowledged by e-mail.

  • Student consent forms for research-based articles will be requested upon acceptance of the article for publication.

Manuscripts should be sent by e-mail as an attachment.

English in Texas is peer-reviewed, and virtually all manuscripts are read by two or more outside reviewers. We will reach a decision on each article submitted for a themed issue within two months after the submission deadline, and articles of General Interest within five months after the submission deadline. In order to be considered, submissions must be received on or before the call deadline.