Talking Points, a peer-reviewed journal, 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, students, 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. Reference lists should follow APA guidelines.
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 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?