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November 2018
Viewpoints and Visions
For this unthemed issue, we invite Feature Article and Perspectives on Practice submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. What topics, concerns, or issues do you think are important to today’s readers of Language Arts? What kinds of theoretical lenses have you applied to your inquiry work to increase our collective understandings of language arts instruction? How does your research illustrate the range of ways in which young people are engaged with the language arts? What trends do you see in the field of language arts? What innovative literacy practices do you see in the diverse spaces of classrooms and community settings? Within a digital age, how are our understandings of children’s literature, writing instruction, and literacy learning shifting? These are just a few of the many questions that can be explored in this issue. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about language arts.
Submission deadline: November 15, 2017

January 2019
Life Lessons: Autobiographies, Biographies, and Memoirs 
For this issue we seek Feature Article and Perspectives on Practice submissions that offer important lessons and insights about life stories intended for youth. El Deafo by Cece Bell, A Wreath for Emmett Till by Marilyn Nelson, and The Arrival by Shaun Tan are exemplars of books that tell life stories using formats that are stylistically different from more traditional biographies. How are teachers and librarians engaging youth in reading, critiquing, and responding—in various modes—to life stories created in these kinds of stylistic forms? What are some of the potentialities and challenges when sharing autobiographies, biographies, and memoirs with students? For example, what types of challenges might Hitler Youth: Growing up in Hitler’s Shadow by Susan Campbell Bartoletti present for teachers and students? How can teachers and librarians support students in deconstructing dominant narratives by reading texts such as Claudette Colvin: Twice Toward Justice by Phillip Hoose, a biography of a teenager who refused to give up her bus seat in Montgomery, Alabama, and was arrested before Rosa Parks, yet remains largely unknown? We are also interested in how autobiographies, biographies, and memoirs might serve as mentor texts for young writers and inspire them to tell their own life stories. Furthermore, what do content analyses of the works of authors of biographies such as Andrea Davis Pinkney, George Ancona, and Jen Bryant reveal? Please join us in putting together an issue that will provide those interested in life stories with much to contemplate.
Submission deadline: January 15, 2018

March 2019
Language Learning and Linguistic Diversity 

In this issue, we invite Feature Articles and Perspectives on Practice submissions related to language learning and linguistic diversity. We want to know about instructional practices (e.g., play, storytelling, drama, debate, literature discussions, book clubs, collaborative tasks, conferencing) that support and enrich children’s language learning across PreK to Grade 8 settings in and out of school. Are there certain types of techniques or approaches such as dialogic talk or Socratic questioning that enhance classroom discourse? In this digital age, what types of technological tools (e.g., audioblogging and podcasts) can support language learning for youth? In what ways can classroom discourse (teacher-student and student-student) facilitate children’s literacy development? How are teachers building on oral language to support vocabulary growth or disciplinary knowledge? How are teachers drawing on children’s linguistic capital to challenge deficit notions about the language practices of English language learners as well as children from lower socioeconomic backgrounds? In what ways might teachers honor and sustain children’s home languages while teaching them to code-switch, for example, and learn “standard” English? How are educators preparing students to participate fully within an increasingly multilingual and multicultural world, a world that demands linguistic flexibility and response to rapid changes? Please join us in crafting an issue that expands our understandings about language learning and linguistic diversity.  
Submission deadline: March 15, 2018

May 2019
Critical Literacies

In this issue, we seek Feature Articles and Perspectives on Practice submissions that grapple with the meaning and enactment of critical literacy education in these times. Within this particular social, historical, and political moment, what does it mean to you to be a critical literacy educator and/or researcher? Across rural and urban spaces, across economic and racial divides, what role do you see the language arts playing in supporting students in valuing multiple perspectives, taking an inquiry stance, and pursuing social action? How are the young people you are working with (re)defining what we mean by “critical” and “literacy”? What materials (e.g., children’s books, social media, “fake news” stories) and pedagogies have informed and/or supported your efforts to build students’ critical capacities? How are new theoretical frameworks addressing the intersectionality of identities, embodiment, inequities, and/or emotion (re)shaping our understandings of the purposes and practices of critical literacy? Please join us in crafting a vital collection of articles that speak to the complexities, challenges, and promise of critical literacies within the language arts. 
Submission deadline: May 15, 2018

July 2019
Viewpoints and Visions

For this unthemed issue, we invite Feature Article and Perspectives on Practice submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. What topics, concerns, or issues do you think are important to today’s readers of Language Arts? What kinds of theoretical lenses have you applied to your inquiry work to increase our collective understandings of language arts instruction? How does your research illustrate the range of ways in which young people are engaged with the language arts? What trends do you see in the field of language arts? What innovative literacy practices do you see in the diverse spaces of classrooms and community settings? Within a digital age, how are our understandings of children’s literature, writing instruction, and literacy learning shifting? These are just a few of the many questions that can be explored in this issue. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about language arts. Submission deadline: July 15, 2018

September 2019
Engaging Families in Language Arts Learning
For this issue, we seek Feature Article and Perspectives on Practice submissions that explore the participation of families in language and literacy learning. How are definitions of families changing, and in what ways does this impact our understandings of family engagement in literacy learning? What is “family literacy” and how might it be viewed differently by parents, guardians, teachers, schools, and librarians? How can teachers, schools, and librarians reach out to all families in new and different ways while drawing on their “funds of knowledge” to support and enhance their children’s language arts learning? What roles can families play in supporting their children’s literacy learning? For instance, seminal studies of early readers demonstrated the significance of families and the home environment in helping young children learn to read before entering school without having had any formal instruction. What recent studies build upon this scholarship? How are family literacy practices evolving in the digital era in which we live? Should family literacy programs support language arts learning for family members and children simultaneously? What theoretical frameworks attuned to racial and linguistic diversity, asset-based pedagogies, and social class can help us envision more culturally responsive family literacy engagements and programs? Are there particular literacy practices teachers have implemented (e.g., writing suitcases and collecting family stories) that lead to increased engagement with the language arts for children and their families? Join us in putting together an issue that will give us much to consider in regard to engaging families in language arts learning. Submission deadline: September 15, 2018

November 2019
Viewpoints and Visions

For this unthemed issue, we invite Feature Article and Perspectives on Practice submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. What topics, concerns, or issues do you think are important to today’s readers of Language Arts? What kinds of theoretical lenses have you applied to your inquiry work to increase our collective understandings of language arts instruction? How does your research illustrate the range of ways in which young people are engaged with the language arts? What trends do you see in the field of language arts? What innovative literacy practices do you see in the diverse spaces of classrooms and community settings? Within a digital age, how are our understandings of children’s literature, writing instruction, and literacy learning shifting? These are just a few of the many questions that can be explored in this issue. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about language arts. Submission deadline: November 15, 2018

 

 

 







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