English Teaching: Practice and Critique (ETPC) promotes research and scholarship related to language arts and literacy education across all ages and levels. In order to be considered, manuscripts must be grounded in critical perspectives. We welcome work that investigates systems of power related to the teaching of literacies. We also welcome research focused on a range of issues, including teacher education, classroom instruction, community literacies, and national policy development & implementation.

English Teaching: Practice and Critique aims to support authors from a range of backgrounds in identifying matters of common concern and to foster broad professional communities and networks. Please note that articles related to multilingual students and settings are welcome, however the journal is not specifically focused on the teaching of English as a second language.

To view free to access ETPC issues published prior to Emerald acquiring the journal (Vols 1-13), copy and paste this link: https://edlinked.soe.waikato.ac.nz/journal/view.php
Aims and scope
English Teaching: Practice and Critique aims to support authors from a range of backgrounds in identifying matters of common concern and to foster broad professional communities and networks. Please note that articles related to multilingual students and settings are welcome, however the journal is not specifically focused on the teaching of English as a second language. We invite manuscripts that focus on, but are not limited to, the following:

Literacy research from a range of methodological approaches, including participatory action research, autoethnography, and discourse analysis.
Articles related to both multilingual and English-dominant settings.
Articles about international and comparative approaches to language arts and literacy education
Articles that take up a range of critical theoretical perspectives, such as Critical Race Theory, queer theories, critical disability studies, and feminist theories.
The journal publishes three types of manuscripts: research articles, essays (theoretical papers, reviews, and responses), and teacher narratives. We welcome special issue proposals that focus on distinct topics; however, unthemed manuscript submissions are always welcome and published in most issues.