July 2026: Looking Ahead to an Imagined but Not Yet Realized Future
No longer accepting submissions.
As our tenure as editors draws to a close, we want to revisit the sentiments that informed our initial decision to pursue this editorship. Initially, we envisioned our role as activists, working to uplift visions of literacy that contributed to more transformative ends. Specifically, we sought to: (1) amplify participatory research frameworks that honor diverse ways of knowing; (2) contribute to the development of pedagogical approaches that honor and sustain the languages, cultures, and identities of students, and (3) position children as full human beings who are agents of change. As we look back, we can’t help but wonder what the imagined but not yet realized future of language arts looks like for K–8 learners and educators. Some questions we hope to consider for our final issue include: What do collaboration and solidarity look like in ELA classrooms so that students are positioned to lay claim to their infinite potential? What kinds of futures should we be collectively striving toward? How are our pedagogies embracing metaphors of contribution and daring? What does it truly look like when students are positioned in agentive ways to be activists in their educational futures? We recognize that to remember is to invent and we invite you to be inventors with us and imagine ways forward as it relates to literacy and the language arts for children in grades K–8.

May 2026: Visions & Viewpoints
No longer accepting submissions.
For this unthemed issue, we invite Feature Article and Perspectives on Practice submissions that offer a variety of viewpoints and visions related to language arts across multiple settings and modalities. What topics, concerns, or issues do you think are important to today’s readers of Language Arts? How are language arts teachers and researchers responding to contemporary societal issues and their influence on educational spaces? What kinds of theoretical lenses have you applied to your inquiry work to increase our collective understandings of language arts instruction; furthermore, how are these inquiries informing and expanding theoretical frameworks? How are children’s multiple languages and cultures being sustained across learning spaces, including classrooms, homes, and community settings? How are educators, researchers, families, and children working together to enact critical pedagogies that are humanizing and transformative? These are just a few of the many questions that can be explored in this issue. Join us in crafting an assortment of articles that helps to expand our viewpoints and visions about children and the language arts.