Talking Points is published in May and October by WLU, the Whole Language Umbrella, a conference of NCTE. Talking Points helps promote literacy research and the use of whole language instruction in classrooms. It provides a forum for parents, classroom teachers, and researchers to reflect about literacy and learning. We invite submissions from professionals across the educational spectrum, including classroom teachers, teacher educators, researchers, and educational advocates/activists.
Manuscripts submitted should: (1) be on a topic or issue related to holistic teaching and learning; or (2) present theory and/or research that contributes to the knowledge base for holistic, democratic, and inclusive education. Manuscripts should be no more than 15 pages in length (standard margins, double spaced) and, to ensure a blind review, contain no information identifying the author except on an attached cover sheet.
To submit a manuscript, email it as a Word attachment to the editors, Sally Brown and Deborah MacPhee, at TalkingPoints@georgiasouthern.edu. Manuscripts are accepted at any time. If you do not receive confirmation within a few days that your manuscript was received, please resend it.
October 2013: Teacher Research in Collaborative Contexts
Submission Deadline: March 29, 2013
Teacher Research, also known as Action Research, Collaborative Action Research, or Classroom Research, is a powerful tool for teachers who want to inquire into their practice. Their findings often not only benefit their students, but support teachers' growth as well. Whole language teachers have been in the forefront of working with their students to discover new ideas about literacy, students' development, and/or curriculum for many years. In this issue, the editors invite novice and experienced teachers at any level, alone or in collaboration, to share their questions and findings as they explore areas of interest in their teaching/learning sites.
May 2014: Close Reading and Text Complexity
Submission Deadline: October 1, 2013
The Common Core English Language Arts Standards have been both praised and criticized for their focus on “close, attentive reading that is at the heart of understanding and enjoying complex works of literature” (http://www.corestandards.org/ELA-Literacy). Since the publication of the Common Core Standards, a variety of texts including, but not limited to, professional books, blogs, websites, and YouTube videos have surfaced that inform and teach educators about close reading and text complexity. In the next issue of Talking Points, we invite you to submit manuscripts that contribute to this discourse by sharing your perspectives on close reading and text complexity in the context of K-12 classrooms. How is classroom instruction changing, for better or worse, as a result of the focus on close reading and text complexity?
October 2014: Learning English as a New Language
Submission Deadline: March 1, 2014
The changing demographics of schools illustrate the importance of responding to the literacy needs of students learning English as a new language. This change presents opportunities for educators to build upon the rich diversity of languages and cultures in 21st century classrooms. In addition, there are also challenges associated with the politics and school policies impacting many immigrant students and their families. We encourage contributions that examine issues and practices related to the literacy development of students learning English. What new theories are evolving from practice? How are whole language practices being used to support English learners? What barriers impact the literacy instructional needs of English learners? How can these obstacles be overcome?