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July 2012: Inquiries and Insights
In this unthemed issue, 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, 2011)
September 2012: Local Literacies in a Global World
Literacy teaching and learning occur in the local classroom within individual, personal relationships. Yet, at the same time, rapid changes at the global level are impacting local classrooms at increasing rates. Groups of people from distant geographical areas now share the same classroom spaces. For this issue of Language Arts, we seek manuscripts that address the relationship between global and local languages and literacies. What responses have occurred in school literacy programs and/or practices as local demographics change due to (im)migrations? In what ways do population shifts prompt us to think about the interrelatedness of language and literacy? What do the changes mean for local classroom discourses? When multiple Englishes bump up against each other, does it change the way we think of English? What does literacy teaching and learning look like in this new world for students who are bior multiliterate? Are new literacies facilitating new and different collaborations for those who now live transnationally? (Submission deadline: May 15, 2011)
November 2012: Development
Innovative practices are often presented as one-sizefits-all for elementary grades. But teachers know that a practice like reading workshop in Kindergarten is so different from reading workshop in fourth grade.This is at least partly because Kindergarteners are different from their older peers. In fact, elementary years are some of the most important years in human development. Language Arts seeks manuscripts that uncover developmental differences among children that infl uence their literacy learning across the elementary years and how teachers are responding to those differences. What are the developmental differences among children that might affect literacy (and literary) learning? How do theories of human development, which are usually individually focused, merge with what we know about social and sociocultural theories to present a complex picture of literacy development? What adjustments do teachers make to programs and practices to accommodate developmental needs? How does knowledge of child development affect language arts teachers’ decision making and practice? (Submission deadline: July 15, 2011)