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LA Calls for Manuscripts

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Upcoming Themes

Note: Language Arts now asks that two sidebars be submitted with each article. Please see the online submission guidelines for further information at

March 2016: Common Core or Rotten Core? Three Years Later . . .

The Common Core State Standards for the English Language Arts have been implemented in US schools for two years. In the March 2014 issue (91.4), Language Arts asked educators to consider what was working, what was not, and present views and understandings of the CCSS. We invite educators to reconsider the CCSS, their implementation, and the CCSS-aligned assessments. We invite manuscripts that address: Have the CCSS transformed schools? Do they have major flaws? Have they encouraged new approaches to teaching and learning the English language arts? With three years of implementation, where are we now with CCSS? This issue will present research and practice as well as commentary from teachers and researchers about the CCSS. In addition to full-length articles, we also invite submissions that are commentaries of 350 words or fewer.
Submission deadline: November 15, 2014

May 2016: Biliteracy Development in Schools and Communities

This special issue is guest-edited by Mileidis Gort (The Ohio State University) & Iliana Reyes (University of Arizona)
Bilingualism is a resource to be valued and used in a variety of settings. In spite of research that contributes to this position, questions remain about how to best support young dual-language learners’ literacy development. Such questions present a challenge but also an opportunity to learn about multiple pathways to biliteracy and to develop research-based educational practices for this growing student population. In this themed issue of Language Arts, we invite manuscripts that approach biliteracy learning from multiple perspectives (e.g., social, cognitive, sociolinguistic) concerning children’s dual-language and bi/literacy competencies. Some questions of interest include: How does emergent bilingual literacy learning in dual-language and English-medium instructional environments impact teaching? How do family, school, and community literacy practices support and maintain biliteracy? How are teachers and families working together to support children’s biliteracy development in and out of the classroom?
Submission deadline: January 15, 2015

July 2016: Insights & Inquiries

In these unthemed issues, we feature your current questions and transformations as educators, community members, students, and researchers. Many directions are possible in this issue. What tensions do you see in literacy education today? What do readers of Language Arts need to notice and think about? What inquiry work have you done that can stretch the field of literacy and language arts? Describe your process of learning about literature, literacy, culture, social justice, and language. What new literacy practices do you see in communities, after-school programs, and classrooms? What supports these practices? What is getting in the way of change? What connections are adults and children making as they engage in the art of language? Join us in creating a collection of inquiries and insights.
Submission deadline: March 15, 2015





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