English in Texas Editorial Team, 2023-2026
University of Houston-Downtown
Sarah Albrecht, Ph. D.
Diane M. Miller, Ph. D.
Kim Pinkerton, Ed.D.
Kelly Tumy, M.A.
Stephen J. Winton, Ed.D.
Call for Manuscripts for Future TCTELA Journals
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.
English in Texas, Vol. 54.1—Spring/Summer 2024
THEME: Forge the Future of Literacy
MANUSCRIPT DEADLINE: April 1, 2024
Call for Submissions: “First, it is important to recognize what guides the decisions teachers make. It begins with the simple question: What do I believe as a teacher?” —Michael J. Young
TCTELA President Charles Moore’s 2024 conference theme, “Forge the Future of Literacy,” calls on teachers to take charge of our future and to “reclaim the narrative of literacy learning” (Moore, 2023). As Young (2021, p. 123) indicates, this reclamation must start with teachers contemplating their own beliefs. As teachers and sculptors of the future, it is essential that we determine what is important to us and forge the future by letting our beliefs about literacy learning craft the way.
For the Spring/Summer 2024 issue of English in Texas, we invite you to consider how you are forging the future and how you plan to do so going forward. Some pedagogical questions to consider for manuscript submissions are any of the following, any fusion of the following, or any extension beyond the following:
• What do you believe is essential for the future of literacy education?
• What literacy practices do you believe are ineffective and not beneficial for the future growth of our students?
• What must teachers do to protect the future of literacy education?
• What literacy skills will our students need in order to be successful in the future?
• How can we embolden teachers to advocate for the future of literacy education?
• How can we embolden students to advocate for their own future literacy needs?
More broadly, you may also consider the following:
• What does it mean to forge the future of literacy education?
• What stance and/or perspective are you planning to take as you forge the future of literacy education?
FOCUS ON THE THEME: We invite interested individuals to submit manuscripts, conceptual, creative, reflective, student-authored, pedagogical, research-based, and/or theoretical, as related to this topic of Forge the Future of Literacy.
INQUIRIES AND INNOVATIONS: Additionally, we welcome educational research relevant to the work of ELAR educators. These submissions could either be theme-dependent or could be more generally relevant to the ELAR education community.
STANDING COLUMNS: We also encourage brief contributions in the form of standing columns. These center on topics that interest you but do not necessarily align to an issue’s theme or full-length manuscript requirements.
References
Moore, C. (2023, February 4). Presidential conference theme address [Written speech shared by Charles Moore]. 58th Annual Texas Council of Teachers of English Language Arts Conference & Exhibition, Denton, TX, United States.
Young, M. J. (2021). Not allowed: Power and practice in literacy teaching as defined by the state. Language Arts, 99(2), 113-125.
English in Texas, Vol. 54.2—Fall/Winter 2024
THEME: The Changing Sounds of Literacy: Teaching and Learning in the Many Languages of Our Classrooms
MANUSCRIPT DEADLINE: September 3, 2024
Call for Submissions: “Ignoring the languages that learners bring to school is ignoring their prior knowledge and experiences in literacy, simply because they are not in English. Learners’ linguistic capabilities and experiences across languages provide a fuller picture of their literacy skills and are valuable resources from which to draw or on which the learner can build literacy skills.”—Naomi Wilks-Smith
The Fall/Winter 2024 issue of English in Texas focuses on the linguistic capabilities and experiences students bring to the classroom, as well as the changing sounds in our classrooms. Our classrooms, grades PK-16+, share linguistic space between monolingual and bilingual students. This growing and talented population—students versed in multiple languages—holds the power to cross academic borders each day, multiple times a day, bringing “valuable resources from which to draw” (Wilks-Smith, 2017, p. 27).
Both Wilks-Smith and author Goldy Muhammed argue that these qualities create an important and skilled base for learning. Muhammad discusses the idea that “our children are already genius [sic] when they come to us in schools and classrooms. We only need to cultivate [these assets]” (Muhammed & Twal, 202, 3:07-3:14). Teachers today are working to grow both the genius and skills of students in our classrooms with more than one language at their disposal. This new, skilled learner creates an exciting sound in ELAR. Some pedagogical questions to consider for manuscript submissions are any of the following, any fusion of the following, or any extension beyond the following:
What does a rewarding, shared linguistic space look like?
How have the sounds of literacy changed in your classroom?
How are both monolingual and bilingual students thriving in classrooms together?
How are teachers utilizing thinking that relies on cultural and experiential funds of knowledge?
How do classrooms honor space for both home languages and learned languages in academic discourses?
More broadly, you may also consider the following:
What tools or pedagogies do you use to address the needs of many languages in your classroom?
How have you seen linguistic capabilities develop across languages?
FOCUS ON THE THEME: We invite interested individuals to submit manuscripts, conceptual, creative, reflective, student-authored, pedagogical, research-based, and/or theoretical, as related to this topic of The Changing Sounds of Literacy: Teaching and Learning in the Many Languages of Our Classrooms.
INQUIRIES AND INNOVATIONS: Additionally, we welcome educational research relevant to the work of ELAR educators. These submissions could either be theme-dependent or could be more generally relevant to the ELAR education community.
STANDING COLUMNS: We also encourage brief contributions in the form of standing columns. These center on topics that interest you but do not necessarily align to an issue’s theme or full-length manuscript requirements.
References
Muhammed, G. (Guest), & Twal, N. (Host). (2021, April 11). Equity thought leader [Audio podcast]. myPDUnplugged. https://podcasts.apple.com/us/podcast/4-3-cultivating-genius-an-equity-framework-for/id1345000344?i=1000516707408
Wilks-Smith, N. (2017). The place of learners’ languages in literacy programs: Bringing learners’ home languages in through the school gate. Babel, 52(1), 27-34. See p. 27.
SUBMISSION GUIDELINES, 2023-2025:
Do not hesitate to contact the editorial team at [email protected] should you have any questions.
Further Information:
Send manuscripts and questions regarding publishing in English in Texas to: TCTELA Headquarters/English in Texas 919 Congress Avenue, Suite 1400, Austin, Texas 78701, 512.617.3200, EnglishinTexas@uhd.edu (subject line: "English in Texas Submission or Query")
FORMAT FOR MANUSCRIPTS
- All submissions should be blinded; that is, all information identifying the author(s) and affiliation(s) should be anonymized for peer review purposes. Columns do not need to be blinded.
- Manuscript submissions should be no more than fifteen double-spaced, typed pages in length (approximately 4,000 words, excluding references). Length for standing columns is 900-1200 words, but this length will be negotiated on a case-by-case basis.
- Manuscripts should be typed in 12-point, Times New Roman font and be double-spaced throughout (including quotations, endnotes, and references) with standard, one-inch margins. Microsoft Word is preferred. Please save copies of anything you send to 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, 7th 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 their content should be included in the word count.
- Provide an abstract of 150-200 words and a list of 5 keywords pertaining to your manuscript. Format this with the word "Abstract" in bold, centered at the top of the page. Follow with the abstract text. Under this, indent your keywords list and italicize the word "Keywords:" before your list.
- Include a short, two- to three-sentence biography for each author, ending with an email for contacting each author.
STEPS TO SUBMIT
- In a separate file, provide a cover letter that includes the following:
- Identify the category of your submission: Focus on the Theme, Inquiries and Innovations, OR Standing Column. For columns only, specify which one of three types: "A Seat and a Voice at the Table," "Keeping Your Wits About You," OR "Teaching Outtakes."
- Include the title of the manuscript and briefly describe the submission’s format, overall purpose, and word count.
- Include a statement confirming that the manuscript is original, free of artificial (A.I.-generated) text, and has not been published or submitted elsewhere.
- At the bottom of the page, please provide the name(s) of the author(s), highest earned degree, and current professional position. Denote the lead author who will be listed first and the primary contact. In addition, include the primary contact address, telephone number, and e-mail address.
- Please note that a submission consists of separate files: cover letter, abstract/keywords, author bios, tables/figures (each in a separate file), and full manuscript text.
- Receipt of manuscripts will be acknowledged by e-mail to the single/lead author. Please ensure that the contact information provided is accurate throughout the calendar year, including the summer months.
- Student consent and copyright/reprint permission forms will be requested upon acceptance of the article for publication as needed.
- Manuscripts should be sent by e-mail as an attachment to [email protected].
PROCESS OF REVIEW
- 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 manuscript submitted within two months after the submission deadline.
- In order to be considered, submissions must be received on or before the call deadline.
CALL FOR REVIEWERS
English in Texas, the premier journal of Texas Council of Teachers of English Language Arts (TCTELA), carries a readership of 1,000+ throughout Texas and the U.S. and is seeking reviewers to join the current group of professionals serving on our Editorial Review Board. We highly value peer review by all stakeholders: practitioners, academicians, and administrators who support the teaching of English language arts and reading, and we recognize that the work of peer reviewers is a contribution that adds depth, breadth, and credibility to our professional voices. 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 [email protected]. We look forward to hearing from you.
A printed copy of English in Texas is included with paid TCTELA membership. Additional copies can be purchased here for $30 each (including shipping). After purchase email [email protected] to confirm shipping address.
ENGLISH IN TEXAS HAS RECEIVED NCTE's JOURNAL OF EXCELLENCE AWARD FOR 2022!
