English Teaching: Practice & Critique (ETPC)

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. 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.

English Teaching: Practice & Critique (ETPC) is :-

• International, Peer-Reviewed, Open Access, Refereed, Language Arts Education, Literacy Education, Teacher Education, Critical Pedagogy, Educational Policy, Multilingual and English-Dominant Literacy Contexts, Critical Theories in Education, CRT, feminist, queer, disability studies, Literacy Studies, Multilingual Education, Educational Policy , Online or Print , Triennially Journal

• UGC Approved, ISSN Approved: P-ISSN P-ISSN: 2059-5727, E-ISSN: 1175-8708, Established: 2002, Impact Factor: 1.2
• Provides Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE