Language Arts - Volume 103, Issue 5, 2026

Integrating the science of reading’s five pillars with justice-oriented pedagogies demonstrates their complementarity, offering classroom exemplars that position literacy as foundational to critical inquiry, civic engagement, and advocacy.

This study examines the use of family dialogue journals as a third space, resulting in critical conversations a multilingual classroom community wove into daily lessons.

Through interviews and observations, this article explores the community cultural wealth operating in two schools to identify literacy practices to support children’s literacy learning.

In this article we share a framework for digital publishing to help teachers use web-based digital tools to publish students’ writing to authentic audiences.

The article illustrates how the areas of antibias education— identity, diversity, justice, and action—emerged in read-aloud lessons with We Are Water Protectors.

This article supports early childhood educators’ understanding of how preschoolers’ social interactions during bookmaking encourage peer teaching and learning, showcasing the benefits of peer interaction.

This year we are focusing on the experiences of first-year teachers as they navigate the tension between the beliefs and practices they developed in college and the mandates that awaited them as they entered the classroom. In this piece, Emma Miller and her college professor write about the critical texts they created together to help her integrate civic learning into her mandated curriculum.

In this column, we examine how recent works of children’s literature can function as tools to support radical hope in these turbulent times and to nurture what are called “wide-awake” encounters, that is, moments of heightened awareness and imaginative engagement that disrupt what’s often taken for granted.

Through a transnational pen pal exchange, writing emerges as connection and possibility, moving beyond monolingual norms to honor children’s translanguaging repertoires and identities.

This column underscores how Mahmoud v. Taylor fuels epistemic injustice and, through asking “what can I do?,” guides English language arts teachers to resist and foster justice.