Affiliates 

 

Texas Council of Teachers of English Language Arts

The Texas Council of Teachers of English Language Arts will hold its annual conference in San Antonio, Texas, January 25-27, 2019. Join us as we go Beyond Boots, Borders, and Books to celebrate the many faces of literacy in Texas!

 

 

Student Affiliates

 

Metropolitan State College of Denver NCTE Student Affiliate

“All of us here at MSU Denver’s NCTE affiliate strive to inspire and re-invigorate each other, as we represent the body of our University’s pre-service teachers. We are so very excited to share everything we have planned for the semester, and we hope you partake!” ( – Katrina Grenell)

*May 2nd, MSU Denver NCTE hosted Cris Tovani, renowned teacher, consultant, reading specialist, and author, as she speaks about secondary literacy in this event titled “Teaching Reading in the Secondary English Classroom”. Cris will be speaking (with activities for the audience to participate in as well) from 2-4 pm, and there will be a dinner following, from 4-5 pm. Held in the CCD Confluence Building, Rooms 107-109.

MSU Denver used their social media platforms [https://twitter.com/NCTE_MetroState], [https://www.instagram.com/msud_ncte/?hl=en] and [https://www.facebook.com/NCTEMSUDenver/] to celebrate Read Across America Day for an entire week, offering opportunities for students and teachers to win book prizes for answering our online trivia or using the hashtag #whyireadmsud, and we posted a board at our school for people to contribute their favorite book quotes and tell us why they read.

We also just finished up our first-annual Flash Fiction Writing Contest, that was catered to Secondary Students grades 6-12. We received a multitude of wonderful entries, and we picked 3 place winners for each of our three age-group categories, and in addition to this, we offered a few Honorable Mention awards for creativity in their writing. The Regional NCTE Affiliate, CLAS (Colorado Language Arts Society) contributed funds for our prize offerings, and were a great help to us while we were running this contest!

Finally, we had a Social Media Professional Development event in February, where we hosted a current MSU Denver Secondary English student-teacher and former NCTE Affiliate Secretary, Aaron DeLay. Aaron DeLay worked with pre-service MSU Denver teaching students to learn how to get a better grasp on using social media for professional development, and how to use “teacher-twitter” properly and to get the most out of it. It was great to see that so many connections can be made between teachers, mentors, and other pre-service teachers across many miles over twitter and other social media platforms!

In addition to this, our affiliate will play a big part in advertising and planning for the Fall 2018 CLAS Regional Conference, which features keynote speakers such as Penny Kittle this year!

 

CALL FOR MANUSCRIPTS: 

2019 Issue of New Jersey English Journal:

New Jersey English Journal, a peer-reviewed publication of New Jersey Council of Teachers of English, invites you to share submissions on the theme: The Intersection of Literacy and Democracy:  What role does language arts play in a free society?  We seek researched articles as well as 500-word personal essays and other creative responses that shed light on the many possibilities, topics, issues, problems and solutions related to the theme of The Intersection of Literacy and Democracy at all grade levels from kindergarten to college. Articles should relate directly to English Language Arts teaching and learning.  We value responses from both veteran and new teachers. Co-written articles are also welcome. Writers are urged to read past editions available online at www.njcte.com to review past successful submissions. The editors expect thoughtful and carefully edited submissions.

We invite you to respond to the theme of The Intersection of Literacy and Democracy:
What role does language arts play in a free society? by considering such questions as:

  • How can 21st century literacies enable us to participate more fully in today’s democracy?
  • How can ELA teachers connect the classroom to today’s society?
  • How can we teach students to find the truth in today’s media world?
  • Discuss reading, writing, global connectedness and free speech.
  • How can reading and writing affect change beyond the classroom?
  • How can we use speaking, listening and viewing to create more participatory citizens?
  • How do reading and writing teach us to listen and develop empathy?
  • Why do we need to read and write collaboratively?
  • In a connected world, how can we determine which texts are worthy of our attention?
  • How does interdisciplinary collaboration foster increased connection and awareness in a fully democratic society?

In addition to submissions that respond to the theme, we also welcome poetry on the topic of teaching. Submissions will be accepted between April 1 and December 15, 2018.  Submissions should not have been published in any other journal. Submissions must use MLA formatting and Times New Roman or Garamond in Size 12.  All submissions will be reviewed by multiple members of our editorial board.  Submitters will receive a response by February 1, 2019; the journal will be released by April 1, 2019.

Send queries and submissions to 2019 journal editor Liz deBeer at ldebeerwardell@gmail.com.

              

Minnesota English Journal

Call for Submissions: Deadline January 15, 2019

Editor: Burke Scarbrough (University of Minnesota Duluth)

The Minnesota English Journal, MCTE’s online journal, with an audience of English teachers from the elementary to the college level publishes peer-reviewed research, informal pedagogical pieces, opinion/position essays, and creative writing.

MEJ, the online journal of the Minnesota Council of Teachers of English, publishes scholarly articles, personal narratives, opinion/position pieces on topical teaching issues, short creative work (mostly poetry), and pieces focused on pedagogical strategies of major interest to English and Language Arts teachers of all instructional levels.

MEJ seeks to represent both quantitative and qualitative research—papers that are driven by classroom experiment, observation, description, anecdote, survey, interview(s), case study, and cross-cultural comparison directly related to pedagogy, instructional research, curriculum, and literacy.

MEJ will also value pieces taking positions on important current issues impacting those teaching as well as being taught in the classroom.

MEJ’s audience consists of teachers from the elementary to the college level who want to learn more about effective teaching techniques, share their own classroom discoveries, and have a platform for interacting with those who present their work.

MEJ encourages the submission of three kinds of pieces:

  • Formal research-driven articles, driven by theory, that will be peer reviewed and tagged as such when published. These might be survey driven articles; case studies; classroom experiments; traditional scholarly articles on language, literacy, and literature; online or face-to-face pedagogy; bibliographical essays; etc.
  • Informal pedagogical pieces, driven by personal experience in the classroom, that will NOT be peer reviewed. These might be “teaching tips,” or experiential pieces that come directly from a teacher’s (not always successful) attempts to address a specific classroom challenge; narratives by new teachers adjusting to their new classroom circumstances; effective methods for using technology in the classroom; methods for responding to student work; collaborative learning and how to manage it; requiring more student writing and how to manage the workload; matters of classroom assessment; interviews/conversations with mentor teachers, writers, or exemplary teaching professionals; management of classroom discussion; assembling teaching units that stimulate and succeed; efforts at enabling students to teach each other; creative projects of substance; effective strategies for helping students to use the internet responsibly and productively; and so forth.
  • Opinion/position essays, on issues of concern to those working in the profession, that will NOT be peer reviewed. These might discuss writing across the curriculum; censorship; the role of testing in the educational process; the need for all teachers, at all levels, to continue to write in their disciplines and areas of interest; working in, with, and for the multi-cultural classroom; creative ways for public school teachers and college instructors to work in the same classroom and enrich the student experience in the process; making peer teacher evaluation a reciprocally constructive process; recognizing the teaching of English as the most important teaching endeavor; issues of educational policy; etc.

MEJ encourage pieces of all lengths, from a few pages to thirty. Citation of sources (primary or secondary) should be done in accordance with the MLA Handbook for Writers for Research Papers, 8th edition.

MEJ looks forward to hearing from all of you.

Please submit materials at any time to: Burke Scarbrough bscarbro@d.umn.edu