COVID-19 Update: During this unusual time, we want to keep you up-to-date on changes here at Caslon. We continue to do our very best to provide for our customers. Read More

  • Because some of our staff members are working remotely, there is a slight delay on shipping of print books. However, each of our titles is available as an electronic text; we encourage customers who need quick access to our textbooks to consider purchasing an electronic format.
  • College bookstores wanting to place orders should contact our distributor at 800-565-9523 or [email protected].
  • School districts should email purchase orders to [email protected] rather than faxing.
  • We invite teachers, teacher leaders, specialists, supervisors, and administrators to join us on the Caslon Community discussion board in conversations about professional learning, multilingual learners, and teacher leadership.
  • For help with any technological difficulties, order questions, quotes, or other concerns, please contact us.


Submitting Proposals

Caslon is an independent publisher committed to shifting assumptions and expectations about equity and excellence for diverse learners. Our books and digital resources transform professional learning opportunities for all educators who work with multilingual learners—showing general education teachers and administrators how to leverage linguistic and cultural resources for learning, and dual-language bilingual teachers and administrators how to teach and assess for biliteracy. Our authors are experts and leaders in the language education field and their work inspires confidence, innovation, and action at the classroom, school, program, district, and community levels.

We welcome publishing proposals from practitioners and academics for publishing projects that

  • Give voice to culturally, racially, and socioeconomically diverse students and teachers in general education and bilingual contexts across the United States and internationally.
  • Provide educators with resources and strategies for providing equitable access to educational opportunities, including how to teach for biliteracy, differentiate for diverse populations, use translanguaging to advance social justice, and utilize a multilingual perspective on literacy instruction and assessment at school.
  • Help teachers and administrators learn how to look critically at, describe, and explain school discourse practices that position minoritized students, and the language varieties (e.g. standard English, Ebonics) they speak, as inferior. 
  • Illustrate the complex nature of anti-Black and Brown racism in multilingual, multidialectal contexts, and inspire and guide innovation for change.
  • Provide rich examples or case studies of school practices that use students’ home languages and community multilingual resources to elevate the languages and status of Black and Brown students at school with attention to implications for students, their families, and the community.
  • Examine how race intersects with language, identity, and power at school as the basis for instruction and assessment of students.  
  • Provide a descriptive account of how teams of educators identify, implement, and account for a change project they led, with attention to implications of the change.
  • Apply critical discourse analysis to transform language, race, identity, and power relations in their own classes, schools, and districts.

All works offered to us are carefully reviewed for their quality, suitability, and originality.

Rather than sending us a full manuscript, please first send us a proposal, along with the information and manuscript materials specified in the following list. To ensure the quality of our publications, proposed manuscripts are subject to peer review. All information supplied is treated confidentially.

Author Profile

  • Contact information for each author or editor (as well as any contributors), including preferred mailing addresses, phone numbers, and email addresses
  • Each author’s CV or resume. (Alternatively, list degrees and academic/professional affiliations, as well as the titles, publishers, and publication dates of any previous books, journal articles, or presentations. Also, please list your fields of academic interest or describe your background and current involvement in education.)
  • Your own promotional plans that will supplement those of the publisher: planned outreach to organizations and individuals; scheduled seminar, conference, or webinar presentations; forthcoming journal articles, blogs, social networking activities, and so forth
  • List the conferences you regularly attend and any platforms, digital or otherwise, that could be used in marketing the work: videos, podcasts, blogs, newsletters, listservs, and so forth.

Content Overview

  • Title (tentative). Along with your current working title, please suggest several alternative titles; this exercise begins the process of clearly identifying the central topic, purpose, and audience for the work, which later is communicated in a final title.
  • Statement of the purpose of the work, its scope, and how it benefits educators. The following questions can serve as guidelines for this section, which is important to our evaluation of the publication potential of the project, as well as its later promotion:
  • What type of publication is it (e.g., core or supplemental textbook, teacher resource, administrator guide, professional development handbook)?
  • What are its main selling points? Emphasize the original or unique aspects of your proposed book in terms of content, style, and/or methods. Also be sure to mention your motivation and particular qualifications to write/edit the work.
  • What is the knowledge base for the content? Include any new findings, theoretical developments, viewpoints, or approaches that the work contains.
  • Who is the readership? Why do they need this publication?
  • How will the book be used? Be as specific as possible about the potential use of the work, listing the courses for which it might be required or suggested (including your own), training or staff development workshops for which it might be appropriate, and so forth.
  • If your book is (based on) a dissertation, how do you intend to rewrite it for a wider audience?
  • Estimated length (in number of words and pages)
  • Number and type of tables, figures, or other art or illustrative materials
  • Other special features: Describe any features of the book that would be of interest to readers. For instance, if each chapter includes a list of suggestions for further reading or a series of discussions or activities for professional development, or if there will be a glossary in the back matter, or if you have asked someone to write a foreword, please let us know.

Manuscript Materials

  • Tentative Table of Contents and a brief description of each chapter
  • Two or three sample chapters that give a clear idea of both the content and writing style. We prefer to receive a preface or initial chapter that explains the book’s content and purpose plus at least one meaty chapter from the heart of the book. (If we proceed to review, we will ask for all available manuscript materials.)
  • Examples of illustrative materials, if possible

Market Information

  • List any publications your manuscript is related to or directly competes with. Please include author(s)/editor(s), title, publisher, and price if known. Bear in mind that while every text is unique, the potential readers and users of your work look at a number of possible books to fill their needs—so it’s important to identify other publications that might be perceived as broadly similar by your target audience. Describe how your book differs from each of those you’ve identified as competitors, and why educators are better served by the text you are writing.
  • List up to ten professionals in your field (including teachers or administrators) who you feel are qualified to read and evaluate your work. Provide names, addresses, fax numbers, and/or email addresses. We may or may not approach the suggested reviewers, but it’s helpful to know who you feel is an ideal, informed reader for the project. If any of your suggested reviewers are close colleagues or friends, please let us know.
  • What associations or specific divisions of professional organizations or journals would provide highly targeted mailing lists for promoting your book?
  • How is the proposed book a match for district, state, or federal funding initiatives or grant opportunities for P–12 schools? Please list any initiatives or funding sources of which you are aware.

Completed Proposal

When your proposal is complete, please send it to

Caslon Publishing

825 N. 27th St.

Philadelphia, PA 19130

Attn: Lisa Green