English Practice, the journal of the BC Teachers of English Language Arts, is a peer-reviewed, open access, online publication published annually. We provide you with the opportunity to write and be read. Your viewpoints, lessons, opinions, and practitioner research are welcomed in formats ranging from strategies, lesson plans and units, to compositions and narratives exploring big ideas in teaching and learning, to creative writing.
English Practice publishes contributions on all facets of language arts learning, teaching and research, focusing on the intermediate, middle and secondary grades. The journal offers teachers a practical, user-friendly guide to research-based practices. We have four sections to assist you in preparing and submitting your writing:
- Teaching Ideas (classroom lessons and strategies)
- Investigating our Practice (teacher inquiry)
- Salon (Literary & arts-based pieces)
- Check this Out (book reviews)
In line with the BCTELA 2016 conference theme, English Practice invites you to submit teaching ideas, classroom inquiries and practice-focused research, reflective and critical narratives, poems, fiction and other arts-based renderings, as well as, book reviews for our upcoming issue.
Entitled Empowering Learners; Renewing our Practice this broadly-themed issue opens a space for exploration and conversation around all that brings a sense of empowerment, vitality, agency and deeper purpose to the learning and teaching of English Language Arts.
Questions to consider might include:
What does empowerment mean and look like for students? What role does language, literacy and/or literature have in student empowerment? How do I nurture a sense agency in my students? How might I use texts and/or literature to help students understand themes of power and agency? How do I maintain vitality and feel empowered as a teacher?
Deadline: March 15th, 2017. Anticipated publication Summer 2017.
Editors: Sara Florence Davidson and Ashley Cail
Please send your queries and completed submissions to: firstname.lastname@example.org
English Practice 2017 Call for Articles– Printable information
Please see our Criteria and guidelines for submission:
English Practice provides you with the opportunity to write and be read. Your viewpoints, lessons, opinions, research (formal or informal) are welcomed in formats ranging from strategies, lesson plans and units, to more formal compositions and narratives exploring big ideas in teaching and learning, to creative writing.
English Practice publishes contributions on all facets of language arts learning, teaching and research, focusing on the intermediate, middle and secondary grades. The journal offers teachers of a practical, user-friendly guide to research-based practices.
We have four sections with the following guidelines to assist you in preparing and submitting your writing:
Teaching Ideas (teaching strategies, lesson plans, unit plans)
- have a clear purpose (i.e. articulate specific learning goals for students)
- acknowledge your perspective/background/role (i.e. grade 6 teacher; have used reading workshops for 10 years; trying to embed more targeted strategy instruction in my teaching)
- provide a description of instruction that outlines how modeling or scaffolding is used
- offer specific classroom practices that are grounded in research (backed up with current thinking, research reference(s))
- be well organized and clear
- ensure that any student samples, graphic organizers, and/or handouts are readable and reproducible
- ensure that formative and summative assessment are aligned with instruction
- include information on any student and/or professional resources that may be useful for readers
- include a summary and/or reflection
Investigating Our Practice (action research, reflection on practice over time, narrative)
- introduce and outline the purpose and process of inquiry
- explore a big idea in teaching and learning over time
- acknowledge your perspective/background/role in relation to issues, big ideas, and/or inquiry question(s) (i.e. “I believe in democratic schooling, but I hadn’t recently looked at how what I do was or was not working”; “I have been teaching for 18 years and oral language has always been important to me. However, I want to know how I can help my students actually improve their speaking and listening abilities.”)
- include reflections made before and after the teaching practice
- typically be narrative in style
- relate your own thinking and practice to current thinking and research
- be well organized and clear
- include synthesis and/or next steps
- include a list of references in APA format
Salon (literary and arts-based explorations, or opinion pieces)
- be related to teaching and learning, curriculum theory and philosophy, language and literacy, or English language arts
- use form effectively
- be engagingly written (first person, present tense, ideas are effectively linked and language choice heightens meaning)
- acknowledge your perspective/background/role, especially in opinion pieces
Check This Out (includes reviews, announcements of contests and conferences)
- acknowledge your perspective/background/role (i.e. teach grades 9-12 English; looking for novels related to the theme of…; “I am always looking for new ideas related to diversity in the classroom”)
- have clearly explained and supported ideas and/or opinions
- Book, website, or other resource reviews should include a target audience and some ideas for application in the classroom.
- Authors must not have a personal or a financial stake in what is being announced or reviewed.