English in Texas

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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. 55.2—Fall/Winter 2025

THEME: Moving the Needle: A Paradigm Shift to Language Architecture.

MANUSCRIPT DEADLINE: September 1, 2025

Call for Submissions: “Teachers [can] support . . . language exploration by providing students with opportunities to break down and analyze the language choices of speakers and writers to determine if and how they are using particular language forms for particular effects. [They bring] together the language choices of published authors and their personal language choices as racialized students navigating a range of different communities of practice. Adopting the perspective of language architecture frames . . . students as already understanding the relationship between language choice and meaning through the knowledge that they have gained through socialization into the cultural and linguistic practices of their communities”--Nelson Flores (2020, pp. 25, 29).

For the Fall/Winter 2025 issue of English in Texas, we ask you to consider the theme, Moving the Needle: A Paradigm Shift to Language Architecture.

The Fall/Winter 2025 issue of English in Texas draws upon Flores’ (2020) concept of language architecture. According to Flores (2020), language architecture emphasizes the need to rethink how language is taught and understood, particularly for bilingual, multilingual, and multidialectal students. “State standards are not demanding mastery over academic language but are rather calling for students to be language architects who are able to manipulate language for specific purposes” (p. 25). Students who draw upon linguistic and cultural influences craft and mold language every day, constructing language with interconnected and complementary parts. They make arguments daily; they explain topics they care deeply about; they are constantly crafting a new language to communicate in digital spheres never imagined; they are already architects. Leveraging the work students are doing and teaching them to recognize the architect's role in their own craft helps teachers close the gap between a simple understanding of academic language to success in state standards—identifying how and why authors craft tone, meaning, purpose, and point of view. This approach calls upon educators to acknowledge and celebrate cultural backgrounds and linguistic talents as integral to academic achievement and success.

For this issue, we welcome insightful and reflective contributions from educators, researchers, and practitioners about language architecture and architects, with the following questions serving as a springboard:

How do you position your students as language architects who can use cultural and linguistic funds of knowledge to analyze craft, read critically, and write persuasively?
How does positioning students as language architects vs. language academics connect to culturally sustaining or asset-based pedagogy (Alim et al., 2020)?
How have you used texts to model language architecture in your teaching environment?
How can a language architecture approach help students develop as readers and/or authors?

More broadly, you may also consider the following:

How do you incorporate and celebrate students’ cultural and linguistic practices in your instruction?
What new and supportive classroom structures and practices are needed for PK-12 educators to “move the needle” from the more typical academic language approach to the more inclusive language architecture stance?
What is needed for teacher development specialists, administrators, or educator preparation programs to “move the needle” from the more typical academic language approach to the more inclusive language architecture stance?

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 Moving the Needle: A Paradigm Shift to Language Architecture.

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. (See table below.)

References

Alim, H. S., Paris, D., & Wong, C. P. (2020). Culturally sustaining pedagogy: A critical
framework for centering communities. In N. S. Nasir, C. D. Lee, R. Pea, & M.
McKinney de Royston (Eds.), Handbook of the cultural foundations of learning
(pp. 261–276). Routledge.

Flores, N. (2020). From academic language to language architecture: Challenging raciolinguistic ideologies in research and practice. Theory Into Practice, 59(1), 22-31. https://doi.org/10.1080/00405841.2019.1665411

English in Texas, the premier journal of TCTELA with a readership of 1000+ throughout Texas
and the U.S., invites submissions for the Spring/Summer 2026 issue.

English in Texas, Vol. 56.1—Spring/Summer 2026

THEME: Cultivating Critical Hope: Fostering Transformative and Nourishing Practices in
ELAR Education

MANUSCRIPT DEADLINE: April 1, 2026

In a world where hope and action often find themselves at odds, we reflect on the words of Paulo
Freire (1994): “The idea that hope alone will transform the world, and action undertaken in that
kind of naïveté, is an excellent route to hopelessness, pessimism, and fatalism” (p. 2). Yet, as we
navigate the complexities of our society and profession, we must also embrace the notion of
critical hope. As Bishundat et al. (2018) articulate, critical hope allows us to assess our
environment through a lens of equity and justice while envisioning a better future.

It is essential to differentiate critical hope from traditional concepts of hope, which often fail to
incite the transformative change we desperately need. Traditional views can render hope a lofty,
wishful notion, devoid of the necessary critique of inequities. Instead, we invite manuscripts that
engage with the idea of hope as not merely an aspiration, but as a call to action—a praxis that
intertwines reflection and action.

Critical hope serves as a conceptual meadow where diverse narratives converge, allowing for the
coexistence of conflicting truths. This space fosters alternative possibilities and embraces
complex pluralism, welcoming all learners to navigate their fragmented selves. As Grain (2022)
beautifully puts it, critical hope offers permission to be both wounded and visionary, to feel
anger while yearning for a better world.

For the Spring/Summer 2026 issue of English in Texas, we seek insightful and reflective
contributions from educators, researchers, and practitioners that explore transformative practices
in English language arts and reading (ELAR) education through the lens of critical hope. This
theme emphasizes the importance of cultivating spaces that nourish critical thinking and foster
resilience among students.

We encourage submissions that address the following questions:

● How do you define critical hope in your unique professional practice and context?
● How do you cultivate critical hope in your students to empower them as agents of change
in their communities?
● In what ways can transformative practices in ELAR education support students' socio-
emotional development and academic success?
● How have you integrated critical hope into your teaching methodologies to enhance
student engagement and learning outcomes?
● What role do culturally sustaining pedagogies play in fostering an environment of critical
hope and transformation?

Additionally, you may consider broader inquiries such as:

● How do you celebrate and integrate students’ diverse cultural and linguistic backgrounds
into your curriculum?
● What innovative classroom practices are necessary for educators to nurture critical hope
and resilience in their students?
● How can teacher development programs better prepare educators to implement
transformative practices in their classrooms?

FOCUS ON THE THEME: We invite manuscripts that are conceptual, reflective, pedagogical,
research-based, or theoretical as they relate to the theme of cultivating critical hope in ELAR
education.

INQUIRIES AND INNOVATIONS: We also welcome educational research relevant to the
work of ELAR educators, whether theme-dependent or generally applicable to the ELAR
community.

STANDING COLUMNS: Brief contributions in the form of standing columns are encouraged.
These can center on topics of interest that do not necessarily align with the issue’s theme.

● Teaching on the Front Lines: Texas ELAR teachers are facing unprecedented
challenges to their professional judgment and students' access to diverse texts. This
column will share stories of navigating censorship in Texas schools, highlighting
strategies for advocacy, collaboration, and text selection. We seek to empower
educators to build resilient systems that ensure all Texas students can engage with a
wide range of voices and stories.

● Emerging Voices: This column will highlight the vital inquiries of beginning Texas
ELAR teachers (preservice or Inservice with 1-5 years of experience) as they
navigate the early stages of their professional journeys. Inspired by the "Future Is

Now" roundtable sessions at NCTE, we provide a platform for emerging scholars to
share their questions, explorations, and insights.

● Youth as Knowledge Generators: This column will champion the power of youth as
knowledge creators, challenging the traditional research paper and exploring how
young people's original research and creative scholarship can inform public policies
and activism in Texas. We seek to publish accounts of innovative youth-led projects
conducted in schools and communities across the state.

Submission Guidelines: For detailed manuscript submission guidelines, please scroll down to the Submission Guidelines section. For any questions, feel free to contact the editorial team at englishintexas@twu.edu

Send manuscripts and inquiries regarding publication to:

TCTELA Headquarters/English in Texas
919 Congress Avenue, Suite 1400
Austin, Texas 78701
512.617.3200
Email: englishintexas@twu.edu (subject line: “English in Texas Submission or Query”)

We look forward to your contributions!

References

Bishundat, D., Phillip, D. V., & Gore, W. (2018). Cultivating critical hope: The too often
forgotten dimension of critical leadership development. New Directions for Student
Leadership, 2018(159), 91-102.

Freire, P. (1994). Pedagogy of hope. Bloomsbury.

Grain, K. (2022). Critical hope: How to grapple with complexity, lead with purpose, and
cultivate transformative social change. North Atlantic Books.

SUBMISSION GUIDELINES, 2023-2025:

Do not hesitate to contact the editorial team at englishintexas@twu.edu 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@twu.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 for Focus on the Theme should be no more than
    4,000 words in length, excluding references. Manuscript submissions for Inquiries and
    Innovations should be no more than 6,000 words in length, 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 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 englishintexas@twu.edu.

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 englishintexas@twu.edu. 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 info@tctela.org to confirm shipping address.

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 Winton, Ed.D.

ENGLISH IN TEXAS HAS RECEIVED NCTE's JOURNAL OF EXCELLENCE AWARD FOR 2024!