English Teaching: Practice and Critique is a peer-reviewed journal dedicated to promoting critical reflection practices and classroom based research. This journal aims to promote the theorization of English/cultural literacy, which is based on a range of contexts: classrooms, schools, and broader educational communities. It provides a place for authors from different backgrounds to identify common concerns, thereby cultivating professional communities and networks. The journal encourages comparative methods to explore topics and issues, and provides a forum for teachers' stories and concerns to be heard and shared.

This journal publishes three types of manuscripts: research articles, papers (theoretical articles, reviews, and responses), and teacher narratives. In addition to special issues on specific topics, non thematic manuscripts are always welcomed and published. Encourage literacy research from interdisciplinary perspectives, including participatory action research, ethnography, and discourse analysis. At the same time, the journal is interested in exploring language arts and literacy education in multilingual and English dominated environments, international and comparative methods, as well as articles adopting various critical theoretical perspectives such as critical race theory, queer theory, critical disability research, and feminist theory.