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, 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.

Call for Manuscripts

English in Texas, the premier journal of TCTELA with a readership of 1000+ throughout Texas and the U.S., invites submissions for the Fall/Winter 2026 issue, guest edited by Ángeles Muñoz and Esmeralda Cartagena Collazo.

English in Texas, Vol.56.2—Fall/Winter 2026

THEME: Testimonios in Motion: The Intersections of Literacy, Language, Identity, and ELAR Teaching and Learning

MANUSCRIPT DEADLINE: September 1, 2026

In today's diverse educational landscape, recognizing that every student possesses a unique and valuable story is not merely an acknowledgment of individual difference; it is a fundamental cornerstone of effective pedagogy, particularly within English Language Arts and Reading (ELAR). These unique and valuable stories can take the form of testimonio: oral and literary first-person accounts blending individual and communal voices, often with a clear socio-political purpose (Anzaldúa, 1990; Cruz, 2006; Gutiérrez, 2008). When we embrace the myriad of languages, cultural backgrounds, and lived experiences represented within our classrooms, we honor the principle that every narrative deserves to be heard and understood. This commitment extends beyond simple tolerance, requiring educators to actively cultivate inclusive environments where students feel empowered to share their stories through reading, writing, and discussion.

Testimonio creates a safe space where people confront injustice both as an individual and as a community (Abril-Gonzalez, 2020; Myers, 2023). Creating space for these narratives allows ELAR educators to tap into students' prior knowledge, build bridges between home and school, and foster a sense of belonging that is essential for academic success and social-emotional well-being. Furthermore, when students see their own stories reflected in the literature they read and the writing they produce, they are more likely to develop a strong sense of self-identity and a belief in their own potential as learners, enhancing their engagement with the curriculum.

As educators, it is our responsibility to adapt our instructional approaches to ensure that all voices are not only heard but also valued and integrated into the learning process in ELAR contexts. This means moving beyond traditional, often monocultural, pedagogical models to embrace culturally responsive teaching practices that recognize and affirm the diverse backgrounds of our students. In the realm of ELAR, such practices might include incorporating multilingual texts and resources that reflect the students' cultural heritage, utilizing translanguaging strategies that leverage their full linguistic repertoires, and designing project-based learning experiences that allow students to explore topics relevant to their own lives and communities through creative writing, literature circles, and critical analysis. By creating opportunities for students to share their perspectives, challenge assumptions, and engage in critical dialogue about texts, we can foster empathy, promote social justice, and empower them to become active agents of change in their own lives and in the world around them. This approach not only enriches the learning experience for all students but also prepares them to navigate an increasingly interconnected and complex global society, making it especially relevant for preservice and practicing ELAR teachers who seek to inspire the next generation of readers and writers.

We welcome submissions on conceptual, reflective, pedagogical, research-based, or theoretical manuscripts that explore a diverse range of contributions, including but not limited to:

Reflections on multilingual instructional strategies and their impact on literacy teaching and learning
Personal narratives illustrating the power of story in enhancing literacy development
Insights into culturally responsive teaching practices and their relevance to classroom dynamics
Critical perspectives on literacy education, social justice themes, and students as agents of change
Strategies for differentiated instruction to support diverse literacy learners
Approaches to authentic assessment for storytelling and/or collaborative writing
Community-building practices that foster a love for reading, writing, and other literacies
Approaches to fostering biliteracy and supporting multilingual learners, including strategies for educators who don't speak their students' home languages
Digital and multimodal literacies: how students compose testimonios across platforms and media
Family and community literacies: partnering with families as co-educators and honoring out-of-school literacy practices

FOCUS ON THE THEME: We invite manuscripts that are conceptual, reflective, pedagogical, research-based, or theoretical as they relate to the theme of literacy and identity 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 refer to the Texas Council of Teachers of English Language Arts–English in Texas website. 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!

Lead Editors- Dr. Gage Jeter & Dr. Aimée Myers

References

Abril‐Gonzalez, P. (2020). Accompanying a nepantlera border artist’s empathy: One Mexican teen’s testimonios of healing, empowerment, and transformation. Journal of Adolescent & Adult Literacy, 64(3), 271–280. https://doi.org/10.1002/jaal.1108

Anzaldúa, G. (1990). Making face, making soul : Haciendo caras: Creative and critical perspectives by feminists of color. Aunt Lute Books, Cop.

Cruz, C. (n.d.). Toward an epistemology of a brown body. In D. Delgado Bernal, C. A. Elenes, F. E. Godinez, & S. Villenas (Eds.), Chicana/Latina Education in Everyday Life: Feminista Perspectives on Pedagogy and Epistemology (pp. 59–75). SUNY Press.

Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164. https://doi.org/10.1598/rrq.43.2.3

Myers, A. (2023). Weaving the fabric of shared experience: Immigrant and refugee students engaged in visual testimonio. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.961084

SUBMISSION GUIDELINES, 2026-2028:

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 NCTE’s Statement on Gender and 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: "Teaching on the Front Lines," "Emerging Voices," OR "Youth as Knowledge Generators."
- 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, 2026-2029

Texas Woman's University

Gage Jeter, Ph.D.

Aimée Myers, Ph. D.

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