Journals

Talking Points

Talking Points—published by LLA, Literacies and Languages for All, a conference of NCTE—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. Published semiannually, October and May Editors: Patricia C. Paugh, University of Massachusetts, Boston, and Sherry Sanden, Goldendale School District, WA

Language Arts

Language Arts provides a forum for discussions on all aspects of language arts learning and teaching, primarily as they relate to children in pre-kindergarten through the eighth grade. Issues discuss both theory and classroom practice, highlight current research, and review children’s and young adolescent literature, as well as classroom and professional materials of interest to language arts educators. Published September, November, January, March, May, and July Editors: Rick Coppola, Chicago Public Schools and University of Illinois at Chicago; Sandra L. Osorio, Illinois State University, Normal; and Rebecca Woodard, University of Illinois at Chicago

Voices from the Middle

Voices from the Middle publishes original contributions by middle level teachers, students, teacher educators, and researchers in response to specific themes that focus on our discipline, our teaching, and our students. Voices offers middle level teachers innovative and practical ideas for classroom use that are rooted in current research; this is a journal for teachers by teachers. Published September, December, March, and May Editors: Shanetia Clark, Salisbury University, MD; Robyn Seglem, Illinois State University, Normal; and Matt Skillen, Elizabethtown College, PA

English Journal

Published since 1912, English Journal is NCTE’s award-winning journal of ideas for English language arts teachers in junior and senior high schools and middle schools. It presents information on the teaching of writing and reading, literature, and language, and includes information on how teachers are putting the latest technologies to work in their classrooms. Published September, November, January, March, May, and July Editors: Toby Emert, Agnes Scott College, Decatur, GA, and R. Joseph Rodríguez, St. Edward's University, Austin, TX

English Leadership Quarterly

English Leadership Quarterly, a publication of the Conference on English Leadership (CEL), helps department chairs, K–12 supervisors, and other leaders in their role of improving the quality of literacy instruction. ELQ offers short articles on a variety of issues important to decision-makers in English language arts. Published August, October, February, and April; published online only. Editor: Elaine Simos, North High School, Downers Grove, IL; Incoming Editor: Henry “Cody” Miller, SUNY Brockport, NY

English Education

English Education is the journal of English Language Arts Teacher Educators (ELATE), formerly the Conference on English Education (CEE), a constituent organization of NCTE. The journal serves teachers who are engaged in the preparation, support, and continuing education of teachers of English language arts/literacy at all levels of instruction. Published October, January, April, and July Editor: Melanie Shoffner, James Madison University, Harrisonburg, VA

College Composition and Communication

College Composition and Communication publishes research and scholarship in rhetoric and composition studies that support college teachers in reflecting on and improving their practices in teaching writing. Reflecting the most current scholarship and theory in the field, the journal draws on a broad range of humanistic disciplines and from subfields including technical communication, computers and composition, and writing across the curriculum. Features include review essays of current scholarship and response articles knows as Interchanges. Published September, December, February, and June Editor: Malea Powell, Michigan State University, East Lansing

Forum: Issues about Part-Time and Contingent Faculty

Subscribers to CCC and TETYC also get access to Forum: Issues about Part-Time and Contingent Faculty, a peer-reviewed publication concerning working conditions, professional life, activism, and perspectives of non-tenure-track faculty in college composition and communication. It is published twice annually (alternately in the September issue of CCC and the March issue of TETYC) and is sponsored by the Conference on College Composition and Communication. Faculty and scholars from all academic positions are welcome to contribute. Forum is also available online (open access) at https://cccc.ncte.org/cccc/forum. Editor: Trace Daniels-Lerberg, University of Utah, Salt Lake City

Teaching English in the Two-Year College

Teaching English in the Two-Year College, the journal of the Two-Year College English Association (TYCA), is for instructors of English studies in the two-year college. TETYC publishes theoretical and practical articles on composition, developmental studies, technical and business communication, literature, creative expression, language, and the profession. Published September, December, March, and May Editor: Darin Jensen, Salt Lake Community College, UT

Research in the Teaching of English

RTE is a broad-based, multidisciplinary journal composed of original research articles and short scholarly essays on a wide range of topics significant to those concerned with the teaching and learning of languages and literacies around the world, both in and beyond schools and universities. Published August, November, February, and May Editors: Gerald Campano, University of Pennsylvania, Philadelphia; Amy Stornaiuolo, University of Pennsylvania, Philadelphia; and Ebony Elizabeth Thomas, University of Michigan, Ann Arbor

College English

College English is the professional journal for the college scholarteacher. CE publishes articles about literature, rhetoric-composition, critical theory, creative writing theory and pedagogy, linguistics, literacy, reading theory, pedagogy, and professional issues related to the teaching of English. Issues may also include review essays. Published September, November, January, March, May, and July Editor: Melissa Ianetta, Georgia Institute of Technology, Atlanta Incoming Editor: Lori Ostergaard, Oakland University, Rochester, MI