Adolescents and Texts
Editor: Alfred W. Tatum
As the role of adolescent literacy is being reconceptualized, little attention is given to the roles of texts in the lives of adolescents, or how texts can be used to shape their in-school and out-of-school lives. This is problematic in light of the fact that many educators struggle to engage students with texts that the students .nd meaningful and signi.cant. The focus of this column is connecting adolescents with texts.
Materials that give attention to using both fiction and nonfiction texts that honor adolescents’ academic, cultural, gendered, or social identities should be submitted. Implications for policy and/or practice are encouraged. Submissions of 2,000 words or fewer should be sent to Alfred W. Tatum at firstname.lastname@example.org.
Editor: P. L. Thomas
Franz Kafka proclaimed that a “book must be the ax for the frozen sea within us.” The authors and texts we bring into our classrooms and the acts of literacy that students perform about and because of those texts are essential aspects of creating classrooms where students becomecritical readers and critical writers. This column will explore the authors and texts we choose that confront the world and the worldviews of students. We also explore various theoretical approaches to literature that challenge and energize students and teachers.
Contributors should explore and share their classroom practices that address questions such as, What authors and texts confront the world and students’ assumptions? What texts expand students’ perceptions of and assumptions about genre? What texts confront both big ideas and the art and craft of writing? How does critical pedagogy look in literature classrooms? What literary theories do you find most generative?
Submit an electronic Word file attached to your email to the column editor, P. L. Thomas, at email@example.com. Contributors are encouraged to query the column editor and share drafts of column ideas as part of the submission process.
Innovative Writing Instruction
Editor: Valerie Kinloch
Signs of writing are all around us, from writings that decorate school bulletin boards, student essays, and teacher journals to units that guide your classroom work. How do you address such signs of writing, among others, in your work with students? What approaches to writing instruction have you used to stimulate student engagement with words and actions? “Innovative Writing Instruction” provides a forum for productively contentious, yet critical discussions on approaches to writing instruction. In addition to discussing the writings authored by students, we will examine the various ways we engage students in work that helps to strengthen their voice, authority, and interest in writing.
In these examinations, we will question our challenges with teaching writing in the spaces we call classrooms, schools, and communities of learning. What we do with students around writing and our approaches to writing instruction affect how they use words to participate in the world.
Column contributions of 1,800–2,800 words are encouraged. Send email submissions to Valerie Kinloch at kinloch.2 @osu.edu.
Editors: Thomas M. McCann and Larry Johannessen
Some critics use the disturbing phrase “eating their young” to refer to the way some school leaders and veteran teachers treat new teachers. The image refers to the regrettable practice of allowing the newcomer to endure the least desirable conditions in a school or department. In contrast, caring veteran teachers will be sensitive to the need to foster growth and to promote a sense of self-efficacy in new colleagues. The development of any teacher is not complete after departure from a teacher preparation program. Professional growth continues for years, and supportive colleagues can play a significant role in influencing the development, satisfaction, and retention of teachers in the early stages of their careers. This column invites contributors to offer practicing teachers, schools, and teacher preparation programs their insights about how to mentor and support early-career English teachers, including reports from early-career teachers about their positive mentoring experiences. We especially encourage specific suggestions for practices that will help veteran teachers to support newer colleagues in developing positive relationships with students, contending with pressures to conform to test-driven curricula, handling an enormous workload, and forming collaborative relationships with supervisors, colleagues, and parents.
We invite column contributions of 500–1,500 words addressing themes about mentoring and supporting early-career teachers. Send inquiries, ideas, and submission to Thomas M. McCann at firstname.lastname@example.org.
Off the Shelves
Editor: Mark Letcher
We are living in a new golden age of young adult literature. Edgy and engaging titles by authors both emerging and established have been pushing the field of young adult literature (YAL) to places we’ve never seen before. Teen readers are seeing more innovative formats and genre-blending in their reading, are exposed to authors from around the world, and are blurring the lines between previously established “teen” and “adult” fiction.
There may be no better time to celebrate and promote the diversity, characters, issues, and pure literary craftsmanship that YAL offers its audience, and our hope is that you will help us contribute to the conversation.
This column will explore a wide range of topics related to literature written for and/or read by young adults, with a strong emphasis on recently published works. We particularly welcome the voices and experiences of secondary teachers, for whom YAL provides vital classroom reading, suggestions for eager and reluctant students, and engaging personal reading material. Submissions of 500–1,500 words, inquiries, and suggestions for future column topics should be directed to Mark Letcher at email@example.com.
Editor: Anne McCrary Sullivan
In her poem “Valentine for Ernest Mann,” Naomi Shihab Nye reminds us that “poems hide. In the bottoms of our shoes, / they are sleeping.” Look inside your shoes, your desk drawers and kitchen cabinets, the hallways of your school, the grocery stores and garbage dumps of your community. “Find” some poems and send them to EJ. Choose those that seem a fit, either explicitly or implicitly, with announced themes of upcoming EJ issues. We are looking for well-crafted original poems in any style, serious or humorous, written by teachers, students, or those who love them. We do not consider previously published poems or simultaneous submissions.
Send by email attachment, for blind review, up to .ve poems with only phone number and initials on the page. In your email message, include brief biographical information. Poets whose work is published will receive two copies of the issue in which their work appears. Send submissions to EJPoetry@nl.edu. Send correspondence to Anne McCrary Sullivan at ASullivan@nl.edu.
Research for the Classroom
Editor: Julie Gorlewski
Research provides a lens through which teachers can better understand our pedagogical successes and failures. Research illuminates the social and political contexts of education, enhancing our appreciation of students, their families, and the communities we serve. The principles of research offer a foundation for reflective practice.
Classrooms are laboratories for teaching and learning. In this era of accountability, it is important for teachers to apply research to practice.We must be collaborators in the process of deciding what works, not merely consumers of products deemed “research-based.” In the spirit of a critical theoretical approach, this column will seek both to clarify and to problematize research-based practices.
Submissions for this column might include an informal mini-study or a story about an attempt—successful or not—to conduct classroom research. Contributors should focus on a classroom application of professional scholarship by considering these questions: What worked (and didn’t work) in my classroom? Why? How do I know? Also welcome are short reviews of recently published books that contributors believe can enhance teachers’ classroom research practices. Submissions should be 1,000–2,000 words.
Authors, especially new contributors, are encouraged to submit ideas for columns. Send inquiries or submissions to firstname.lastname@example.org.
Success with ELLs
Editor: Margo DelliCarpini
English educators face increasing linguistic diversity in their classrooms. In fact, enrollment of English language learners (ELLs) in the nation’s public schools between the years 1990 and 2000 grew by 105 percent, compared to a 12 percent overall growth rate among the general school population. ELLs enter our classrooms with a variety of prior school experiences, cultural expectations, and literacy experiences. Making the English language arts curriculum accessible to ELLs can pose unique challenges. However, when teachers implement strategies that target the needs of ELLs, all students can benefit.
This column will be a place where classroom teachers can .nd helpful ideas for teaching ELLs. Please submit manuscripts regarding challenges ELLs encounter in mainstream English classes and how you have developed innovative strategies to address their needs while enhancing the learning environment for all learners. Please share materials and practices that you have found to be especially effective for your ELLs, reports of successful collaborative instruction, motivational strategies that you use, and ways you connect content to ELLs’ lives. Secondarylevel English teachers are especially encouraged to submit their ideas. New authors who have ideas for columns that need development are encouraged to contact the editor. Send ideas or complete submissions of 500–1,500 words to Margo DelliCarpini at email@example.com.