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
 

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.

In addition to the biannual themed calls for Inquiries and Innovation—research (2500-3750 words) and classroom innovation (2000-3000 words) manuscripts—we welcome submissions for our NEW standing columns (500-1000 words):

  • Leading with Quality Literature: Demonstrate how you teach with quality literature. How do you define quality literature? Do you connect it with the disciplines? Do you use literature as a mentor text for writing or other forms of inquiry?
  • Exceeding Expectations—Negotiating Standards and Assessments: Explain how you are raising expectations and student achievement by negotiating state and/or national standards and learning from a variety of assessments.
  • Educator Epiphanies: Share your own “moment of clarity” about your teaching practice and/or your work with students.
  • New Media Notes: Tell us about your work with texts that are not just print-based. How are you tapping into the multimodal technologies available to students to expand creativity and literacy?
  • Book Reviews: Write a review for a book in either category that has quickly become a useful or enjoyable new favorite for you.
    • Children’s and Young Adult Literature
    • Professional Texts for Language Arts Educators


Calls for Submissions 

English in Texas, Vol. 47.1
(Spring/Summer 2017)
Theme: REFLECTIONS: Seeing Life Through Literature
Manuscript deadline: April 1, 2017
Column deadline: May 1, 2017

The 2017 TCTELA conference theme is “Reflections:  Seeing Life Through Literature.”  Over the past several years, the presence of nonfiction in our classrooms has risen swiftly, brought forward by several things including standards-based discussions centered around the College and Career Readiness standards, Common Core State Standards at the national level, and even the TEKS standards for English/Language Arts here in Texas.  Bookshelves in our classrooms are more diversified, including engaging works of biography and informational text.  The shift has been positive for our students because they need to learn how to be savvy consumers of information.  However, we want to tread carefully to ensure we are not bulking up on information at the expense of literary fiction.

Castano and Kid, in their article entitled “Reading Literary Fiction Improves Theory of Mind,” reported that based on a study they conducted, people who read literary fiction, not nonfiction or popular fiction, showed quantifiable higher levels of theory of mind, otherwise known as empathetic capacity.  Literature is a reflection of life; it helps us see who we are, who we can become, and it helps us to see people around us.  

How do you use literary fiction in your classroom?  How have your students grown through its use?  How have you grown?  What are some of the most powerful pieces of literary fiction that you have found?  What makes them so powerful?  What are some of the best ways you have found to engage your students with this type of literature?  

We encourage you to think about these questions, and we invite interested individuals to submit manuscripts, conceptual, pedagogical, research-based, and theoretical, as related to this topic of “Reflections:  Seeing Life Through Literature.”  Please refer to the English in Texas website for 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 Spring/Summer columns, “Putting It All Together” and “The Tech-Savvy Teacher” as related to the theme of “Reflections:  Seeing Life Through Literature.”  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 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. 47.2
(Fall/Winter 2017)
Theme:  Embracing Language Diversity
Manuscript Deadline:  September 1, 2017
Column Deadline:  September 1, 2017

Call for Submissions:  The Fall/Winter issue of English in Texas is focused on concerns and contributions related to the teaching of English Language Learners.  Language diversity in the classroom is growing at a rapid pace. According to the National Center for Education Statistics the nationwide average of public school students whose first language is not English, is 9 percent. In the state of Texas, that number increases to 15% with students speaking as many as 90 different languages in some urban areas.

Our mission as English Language professionals is to address the cognitive and linguistic needs of our students, but beyond that we must embrace and promote their cultural and sociological needs as well.  As Freire explains, “Reading does not consist merely of decoding the written word or language; rather it is preceded by and intertwined with knowledge of the world.”

What have you learned about English Language Learners in the context of your lessons?  What research and resources have informed your practice? What scaffolds are you using to help students become English language proficient? What affective considerations, such as attitudes, learning styles and motivations are significant in teaching ELL students? How are you working to meet the needs of all learners such as students from diverse religious backgrounds, refugees, and undocumented students?   Is the ELA classroom a place of safety where issues can be explored with the help of strong texts and meaningful discussions?  Are kids seeing texts with characters like themselves? How are you engaging the families of your students and inviting them into the school community?

We encourage you to think about this very timely and important issue in education today and we invite interested individuals to submit manuscripts, conceptual, pedagogical, research-based, and theoretical related to the teaching of English Language Learners.  Please refer to the English in Texas website for 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” as related to the theme of educating English Language Learners.  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 this issue!  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 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.