AILA Review
Editor
AILA Review is the official journal of AILA, the International Association of Applied Linguistics. It is Scopus-indexed and addresses cutting-edge topics such as inter- and transdisciplinary issues in Applied Linguistics. Founded in 1989, AILA Review has always been an excellent publication platform for peer-reviewed contributions addressing socially relevant problems in which language learning, research, and practice play a key role.
Up to Volume 16, the journal was published by AILA itself. From Volume 16 onwards, AILA Review has been published by John Benjamins.
All articles are published under the Creative Commons license CC BY.
From Volume 34 onwards, AILA Review is published in two issues per volume: an open issue based on articles by scholars responding to open calls – and a special issue guest-edited by AILA Research Networks. AILA Review will be freely accessible to members of AILA.
AILA Review publishes its articles Online First.
Latest articles
6 December 2024
Unveiling task value and self-regulated language learning strategies among Japanese learners of English: Insights from different EFL learning scenarios
Akiko Fukuda | AILA 37:2 (2024) pp. 388–415
29 November 2024
Qualitative research on language learning strategies and self-regulation
Nathan Thomas, Jason Schneider & Sihan Zhou | AILA 37:2 (2024) pp. 177–187
22 November 2024
Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theory
Kaatje Dalderop | AILA 37:2 (2024) pp. 334–359
21 November 2024
Problematizing and reexamining the notion of taking another introductory-level language class at
college: Adding students’ voices to the conversation at secondary and post-secondary levels
Hsuan-Ying Liu
Frame analysis of the semantics of mental verbs of the Kazakh language: Semantics of mental verbs of the Kazakh language
Nazira Mamadiyarova, Balkiya Kassym, Kalbike Yessenova & Nurziya Abisheva
18 November 2024
Self-regulation to develop autonomy in language teacher education: Two case studies in an EFL Malagasy context
Dominique Vola Ambinintsoa & Eduardo Castro | AILA 37:2 (2024) pp. 416–440
Adult migrants’ Norwegian language learning investment strategies in the workplace
Nuranindia Endah Arum | AILA 37:2 (2024) pp. 290–308
Extremely virtual and incredibly physical: Investigating language students’ mediation strategies through digital storytelling and digital social
reading
Ilaria Compagnoni & Fabiana Fazzi | AILA 37:2 (2024) pp. 360–387
Listening strategy instruction for EMI learners to understand teacher input in science classrooms
Daniel Fung | AILA 37:2 (2024) pp. 266–289
Learning vocabulary through listening: The role of strategy use and linguistic proficiency
Suzanne Graham & Pengchong Anthony Zhang | AILA 37:2 (2024) pp. 241–265
Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective
EMI schools in Kazakhstan
Anas Hajar | AILA 37:2 (2024) pp. 309–333
Longitudinal interactions of L2 learners’ motivations and strategic behavior in strategies-based writing
instruction: A self-regulated learning perspective
Lin Sophie Teng, Jia Wei & Lawrence Jun Zhang | AILA 37:2 (2024) pp. 188–214
Strategic use of machine translation: A case study of Japanese EFL university students
Mariko Yuasa & Osamu Takeuchi | AILA 37:2 (2024) pp. 215–240
12 November 2024
Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
Shigeru Sasajima & Barry Kavanagh
31 October 2024
Closeness facilitating interaction among Japanese learners of English
Stachus Peter Tu
Using AI to expand the “Toolbox” for EAP writing instruction: Student experiences and perceptions of ChatGPT’s instructional potential
Kris Van de Poel & Jessica Gasiorek
24 June 2024
Implementing translanguaging strategies in the English writing classroom in higher education: A systematic review
Xin Tang, Audrey Rousse-Malpat & Joana Duarte
21 June 2024
Rewriting American uniqueness: Framing the issue of American exceptionalism in Barack Obama’s political rhetoric
Imen Bouyahi
13 June 2024
Analysing the explicit and implicit semantic structure of the Iljas Esenberlin novel trilogy “Nomads”
Assel Baikadamova & Aigul Bizhkenova
Processing and appreciation of literary metaphors in English as a foreign language: An eye-tracking study
Monika Płużyczka, Ainur Kakimova & Akshay Mendhakar
Unraveling the psychological impact of spatial cybertext environments on speech intent: Insights from social media platforms
R Kunjana Rahardi, Wahyudi Rahmat, Refa Lina Tiawati & Yuliana Setyaningsih
ASR-based system for promoting pronunciation: Promoting collaborative approach for higher education ELF learners
Sariani Sariani, Mutia El Khairat, Welsi Haslina & Baety Baetty
Chinese Russian language teachers’ agency in response to the New Liberal Arts policy: An ecological perspective
Yuan Tao & Lei Cai
10 June 2024
Defining migrants: Invisibilities, im/mobilities, integration
Lisa Lim | AILA 37:1 (2024) pp. 10–34
Multilingualism and mobility in the twenty-first century: An agenda for migration linguistics
Ariane Macalinga Borlongan & Lisa Lim | AILA 37:1 (2024) pp. 1–9
7 June 2024
Crip translingualism: Boundary negotiations in (im)mobility
Suresh Canagarajah | AILA 37:1 (2024) pp. 54–78
Multilingual mindset
: A necessary concept for fostering inclusive multilingualism in migrant societies
Loy Lising | AILA 37:1 (2024) pp. 35–53
6 June 2024
Language varieties and labor mobilities: Englishes in transnational work
Ariane Macalinga Borlongan & Ron Bridget Vilog | AILA 37:1 (2024) pp. 79–97
Chinglish as border languaging
Qian Du & Jerry Won Lee | AILA 37:1 (2024) pp. 137–155
4 June 2024
Representation of migrant accents in media discourse: A corpus-assisted critical discourse analysis
Remart Padua Dumlao & Louisa Willoughby | AILA 37:1 (2024) p. 98
Rethinking researcher-participant roles: Ethics of care and collaboration in the migration linguistics of precarious migrants
Nicanor Legarte Guinto, Brian D. Villaverde, Amiel Jansen Demetrial & Aurelio Teodoro Maguyon III | AILA 37:1 (2024) pp. 156–176
English in the internationalization of higher education and international student mobility
Kenichiro Kurusu, Chisato Oda, Mikhail Alic C. Go, Di Wu, Kevin Brandon Saure & Sakshi Narang | AILA 37:1 (2024) pp. 120–136
15 February 2024
Discourse analysis of male and female representatives of selected countries at the United Nations general
debates
Abdulaziz Alshahrani | AILA 36:2 (2023) pp. 163–193
Exploring teachers’ perspectives on the implementation of a translanguaging pedagogy in two superdiverse Viennese
classrooms
Lena Cataldo-Schwarzl | AILA 36:2 (2023) pp. 194–210
Tonal intelligibility within a paragraph: Analyzing Polish Mandarin learners’ tone production
Man-Ni Chu, Ewa Zajdler & Hui-Wen Lin | AILA 36:2 (2023) pp. 211–230
Permanent or temporary homes? Investigating the discourses of lifestyle migration, lifestyle mobilities and multilingualism within a Norwegian
context
Kellie Gonçalves & Kristin Vold Lexander | AILA 36:2 (2023) pp. 299–320
Teaching lexical collocations to enhance speaking proficiency of college English majors in Taiwan
Jeng-yih Tim Hsu & Su-han Cheng | AILA 36:2 (2023) pp. 231–268
Pedagogical construction grammar: The case of collocations and collostructions
in foreign language instruction
Maryam Pakzadian | AILA 36:2 (2023) pp. 135–162
Two millennia of language policies in China: Retrospect and prospect
Jie Zeng & Yanling Zhao | AILA 36:2 (2023) pp. 269–298
24 July 2023
Migration linguistics: A synopsis
Ariane Macalinga Borlongan | AILA 36:1 (2023) pp. 38–63
Teaching during COVID-19: Social justice and Spanish heritage language learners
Clara Burgo | AILA 36:1 (2023) pp. 1–13
Addressing race in English language teaching
Erika de Freitas Coachman & Izabelle da Silva Fernandes | AILA 36:1 (2023) pp. 64–90
Developing L2 listening comprehension through extensive and intensive
listening
Omar Karlin & Sayaka Karlin | AILA 36:1 (2023) p. 91
The development of EFL students’ speech fluency: A phase transition investigation based on a complex dynamic systems perspective
Dony Marzuki | AILA 36:1 (2023) pp. 112–133
EFL teachers’ awareness of dyslexia: The case of Iranian context
Musa Nushi & Mitra Eshraghi | AILA 36:1 (2023) pp. 14–37
30 June 2023
Promoting equitable literacy expectations in CLIL: Empowering student teachers’ attitude shifts through Reading to Learn in service-learning
Aoife K. Ahern & Katherine S. Smith | AILA 35:2 (2022) pp. 297–320
Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
Darío Luis Banegas | AILA 35:2 (2022) pp. 275–296
Addressing social equity by making explicit the implicit value
systems within content and language learning: A pedagogical framework for culture within CLIL
Russell Cross | AILA 35:2 (2022) pp. 180–202
Inclusive CLIL: Pre-vocational pupils’ target language oral proficiency, fluency, and Willingness to Communicate
Jenny Denman, Erik van Schooten & Rick de Graaff | AILA 35:2 (2022) pp. 321–350
(In)equity in CLIL programs? Classroom interaction and the development of higher order thinking skills across bilingual strands
Natalia Evnitskaya & Ana Llinares | AILA 35:2 (2022) pp. 227–249
A tale of two cities: The ideological debate on equity in bilingual schooling
Adrián Granados & Francisco Lorenzo | AILA 35:2 (2022) pp. 203–226
Language testing and the role of CLIL exposure in constructing
student profiles: Stakeholders’ views on streaming in the transition from primary to
secondary education
Elisa Hidalgo-McCabe | AILA 35:2 (2022) pp. 250–274
Afterword: Dedicated to making all learners matter
Do Coyle | AILA 35:2 (2022) pp. 351–358
New challenges for CLIL research: Identifying (in)equity issues
Ana Llinares & Russell Cross | AILA 35:2 (2022) pp. 169–179
27 September 2022
Emerging trends in multilingual learning and teaching: Beyond edges and borders
Larissa Aronin & Susan Coetzee-Van Rooy | AILA 35:1 (2022) pp. 152–168
Exploring bilingual teaching and learning in a Jewish-Palestinian language café
Orly Haim & Yarden Kedar | AILA 35:1 (2022) pp. 128–151
Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher education
Kathleen Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols & Jeanne-Marie Viljoen | AILA 35:1 (2022) p. 89
Metacognition in multilingual learning and teaching: Multilingual awareness as a central subcomponent of metacognition in research and practice
Ulrike Jessner & Elisabeth Allgäuer-Hackl | AILA 35:1 (2022) pp. 12–37
Plurilingual practice in language teacher education: An exploratory study of project design and ideological change
Diane Potts & Euline Cutrim Schmid | AILA 35:1 (2022) pp. 60–88
Plurilingual and pluricultural competence: The EVAL-IC model of intercomprehension competence
Margareta Strasser & Christina Reissner | AILA 35:1 (2022) pp. 38–59
Introduction: How to learn to teach multilingual learning
Eva Vetter & Nikolay Slavkov | AILA 35:1 (2022) pp. 1–11
31 January 2022
Literature and language education: Exploring teachers’ views on teaching foreign language through literature in bilingual secondary schools in Madrid
(Spain)
Jelena Bobkina, Elena Domínguez Romero & Susana Sastre-Merino | AILA 34:2 (2021) pp. 145–186
Developing ELF research for critical language education
Alessia Cogo, Fan Fang, Stefania Kordia, Nicos Sifakis & Sávio Siqueira | AILA 34:2 (2021) pp. 187–211
Naming rights sponsorship in Europe: Fan reactions to stadium renamings in the Premier League, Bundesliga and Ligue 1
Cornelia Gerhardt, Ben Clarke & Justin Lecarpentier | AILA 34:2 (2021) pp. 212–239
(Re)conceptualizing “Language” in CLIL: Multimodality, translanguaging and trans-semiotizing in CLIL
Jiajia Eve Liu & Angel M. Y. Lin | AILA 34:2 (2021) pp. 240–261
Can metacognition bring in the ingredients requisite for L2 listening success?
Çağrı Tuğrul Mart | AILA 34:2 (2021) pp. 262–273
The evolution of football live text commentaries: A corpus linguistic case study on genre change
Simon Meier-Vieracker | AILA 34:2 (2021) pp. 274–299
The potential of sound picturebooks as multimodal narratives: Developing students’ multiliteracies in primary education
Agustín Reyes-Torres, Matilde Portalés-Raga & Clara Torres-Mañá | AILA 34:2 (2021) pp. 300–324
9 September 2021
Language workers and the challenge of digitalisation: Gaining insight through the social media skill sharing of professional communication practitioners within the US military
Steven Breunig | AILA 34:1 (2021) pp. 122–144
Transdisciplinarity in Japanese business communication: New directions for collaboration between professors and professionals
Misa Fujio | AILA 34:1 (2021) p. 79
‘Knowing that’, ‘knowing why’ and ‘knowing how’: Aligning perspectives and assembling epistemes for a transdisciplinary analysis of questioning sequences in executive coaching. A research journey
Eva-Maria Graf & Frédérick Dionne | AILA 34:1 (2021) pp. 57–78
Analysing and optimising Informed Consent in cooperation with ethics committees and medical researchers
Igor Matic, Gianni De Nardi & Felix Steiner | AILA 34:1 (2021) pp. 37–56
An invisible operational mortar: The essential role of speech acts within tri-segregated moviegoing
Christopher J. McKenna | AILA 34:1 (2021) pp. 102–121
Mobile apps as language-learning tools: Challenges, problems and solutions of specialised lexicography
Silga Sviķe | AILA 34:1 (2021) pp. 19–36
Developing shared languages: The fundamentals of mutual learning and problem solving in transdisciplinary collaboration
Marlies Whitehouse, Henrik Rahm, Séverine Wozniak, Steven Breunig, Gianni De Nardi, Frédérick Dionne, Misa Fujio, Eva-Maria Graf, Igor Matic, Christopher J. McKenna, Felix Steiner & Silga Sviķe | AILA 34:1 (2021) pp. 1–18
7 October 2020
Reuse in STEM research writing: Rhetorical and practical considerations and challenges
Chris M. Anson, Susanne Hall, Michael Pemberton & Cary Moskovitz | AILA 33 (2020) pp. 120–135
Linguistic recycling and its relationship to academic conflict: An analysis of authors’ responses to direct quotation
Sally Burgess & Pedro Martín-Martín | AILA 33 (2020) pp. 47–66
Quoting to persuade: A critical linguistic analysis of quoting in US, UK, and Australian newspaper opinion texts
Jen Cope | AILA 33 (2020) pp. 136–156
Recycling a genre for news automation: The production of Valtteri the Election Bot
Lauri Haapanen & Leo Leppänen | AILA 33 (2020) pp. 67–85
The invisible supporters: Writing for reuse
Eva-Maria Jakobs & Claas Digmayer | AILA 33 (2020) pp. 21–46
Linguistic recycling in language acquisition: Child-directed speech and child speech in the study of language acquisition
Klaus Laalo & Reili Argus | AILA 33 (2020) p. 86
Reporting quotable yet untranslatable speech: Observations of shifting practices by Japanese newspapers from Obama to Trump
Kayo Matsushita | AILA 33 (2020) pp. 157–175
Narrative analysis applied to text production: Investigating the processes of quoting in the making of a broadcast news story
Gilles Merminod | AILA 33 (2020) pp. 104–119
More than recycled snippets of news: Quote cards as recontextualized discourse on social media
Daniel Pfurtscheller | AILA 33 (2020) pp. 204–226
Visuo-material performances: 'Literalized’ quotations in prime minister’s questions
Elisabeth Reber | AILA 33 (2020) pp. 176–203
Linguistic recycling: The process of quoting in increasingly mediatized settings
Lauri Haapanen & Daniel Perrin | AILA 33 (2020) pp. 1–20
7 April 2020
Common challenges in diverse contexts
Yuko Goto Butler | AILA 32:1 (2019) pp. 178–186
Cultural threads in three primary schools: Introducing a critical cosmopolitan frame
Patricia Driscoll & Adrian Holliday | AILA 32:1 (2019) pp. 64–90
Looking beyond the local: Equity as a global concern in Early Language Learning
Janet Enever | AILA 32:1 (2019) pp. 10–35
Perspectives on bi- and multilingual children’s participation in kindergartens in Iceland
Hanna Ragnarsdóttir | AILA 32:1 (2019) pp. 138–159
Using young learners’ language environments for EFL learning: Ways of working with linguistic landscapes
Jana Roos & Howard Nicholas | AILA 32:1 (2019) p. 91
The hidden curriculum of work in English language education: Neoliberalism and early English programs in public schooling
Peter Sayer | AILA 32:1 (2019) pp. 36–63
The impact of teaching quality and learning time on primary EFL learners’ receptive proficiency: Preliminary findings from the TEPS study
Eva Wilden & Raphaela Porsch | AILA 32:1 (2019) pp. 160–177
Young immersion learners’ language use outside the classroom in a minority language context
Pádraig Ó Duibhir & Laoise Ní Thuairisg | AILA 32:1 (2019) pp. 112–137
Introduction
Janet Enever & Patricia Driscoll | AILA 32:1 (2019) pp. 1–9
12 March 2019
Response 2: Transdisciplinary applied linguistics: Themes of perspectivity and transcendence
Jonathan Crichton | AILA 31:1 (2018) pp. 143–148
Language teaching and learning as a transdisciplinary endeavour: Multilingualism and epistemological diversity
Anthony J. Liddicoat | AILA 31:1 (2018) pp. 14–28
Applied linguistics as epistemic assemblage
Alastair Pennycook | AILA 31:1 (2018) pp. 113–134
On, for, and with practitioners: A transdisciplinary approach to text production in real-life settings
Daniel Perrin | AILA 31:1 (2018) pp. 53–80
Transdisciplinarity across two-tiers: The case of applied linguistics and literary studies in U.S. foreign language departments
Chantelle Warner | AILA 31:1 (2018) pp. 29–52
The language of numbers: Transdisciplinary action research and financial communication
Marlies Whitehouse | AILA 31:1 (2018) p. 81
Response 1: Applied linguistics as transdisciplinary practice: What’s in a prefix?
H. G. Widdowson | AILA 31:1 (2018) pp. 135–142
Introduction: Transdisciplinarity in applied linguistics
Daniel Perrin & Claire Kramsch | AILA 31:1 (2018) pp. 1–13
15 January 2018
Challenge from the margins: New uses and meanings of written practices in Wichi
Camilo Ballena & Virginia Unamuno | AILA 30:1 (2017) pp. 120–143
On the relationality of centers, peripheries and interactional regimes: Translanguaging in a community interpreting event
Mike Baynham & Jolana Hanušová | AILA 30:1 (2017) pp. 144–166
Traces of old and new center-periphery dynamics in language-in-education policy and practice: Insights from a linguistic ethnographic study in Timor-Leste
Ildegrada Da Costa Cabral & Marilyn Martin-Jones | AILA 30:1 (2017) p. 96
Creative entextualizations of discourses about race in multi-sited discursive practices in the Brazilian ‘periphery’
Thayse Figueira Guimarães & Luiz Paulo Moita-Lopes | AILA 30:1 (2017) pp. 27–49
Migrant rap in the periphery: Performing politics of belonging
Sirpa Leppänen & Elina Westinen | AILA 30:1 (2017) pp. 1–26
Negotiating sustainability across scales: Community organising in the Outer Hebrides
Jaspal Naveel Singh & Tom Bartlett | AILA 30:1 (2017) pp. 50–71
Multilingualism as utopia: Fashioning non-racial selves
Christopher Stroud & Quentin Williams | AILA 30:1 (2017) pp. 167–188
The chronotopes of authenticity: Designing the Tujia heritage in China
Xuan Wang & Sjaak Kroon | AILA 30:1 (2017) pp. 72–95
Introduction
Luiz Paulo Moita-Lopes & Mike Baynham | AILA 30:1 (2017) pp. v–xiii
7 February 2017
Reflexivity and transnational habitus: The case of a ‘poor’ affluent Chinese international student
Peter I. De Costa, Magda Tigchelaar & Yaqiong Cui | AILA 29:1 (2016) pp. 173–198
Troping on prejudice: Stylised “bad Finnish” performances and reflexivity among adolescents in Eastern Helsinki
Heini Lehtonen | AILA 29:1 (2016) pp. 15–47
Academically elite students in Singapore: A collective moral stance toward aspirations and trajectories
Luke Lu | AILA 29:1 (2016) pp. 141–172
Trapped in a moral order: Moral identity, positioning and reflexivity in stories of confrontation among Latin American teenage school girls in Madrid
Adriana Patiño-Santos | AILA 29:1 (2016) p. 83
Reflexive language and ethnic minority activism in Hong Kong: A trajectory-based analysis
Miguel Pérez-Milans & Carlos Soto | AILA 29:1 (2016) pp. 48–82
The reflexive imperative among high-achieving adolescents: A Flemish case study
Inge Van Lancker | AILA 29:1 (2016) pp. 114–140
Reflexivity and social change in applied linguistics
Miguel Pérez-Milans | AILA 29:1 (2016) pp. 1–14
Crisis thinking, sensuous reflexivity, and solving real issues
Jürgen Jaspers | AILA 29:1 (2016) pp. 199–213
Volumes and issues
Online-first articlesVolume 37 (2024)
Volume 36 (2023)
Volume 35 (2022)
Volume 34 (2021)
Volume 33 (2020) Linguistic Recycling
Volume 32 (2019) Policy and practice in early language learning
Volume 31 (2018) Transdisciplinarity in Applied Linguistics
Volume 30 (2017) Meaning Making in the Periphery
Volume 29 (2016) Reflexivity in Late Modernity
Volume 28 (2015) Theory in Applied Linguistics Research
Volume 27 (2014) Research methods and approaches in Applied Linguistics
Volume 26 (2013) Applications in Applied Linguistics
Volume 25 (2012) Integrating Content and Language in Higher Education
Volume 24 (2011) Applied Folk Linguistics
Volume 23 (2010) Applied Cognitive Linguistics in Second Language Learning and Teaching
Volume 22 (2009) Multilingual, Globalizing Asia
Volume 21 (2008) Multilingualism and Minority Languages
Volume 20 (2007) Linguistic inequality in scientific communication today
Volume 19 (2006) Themes in SLA Research
Volume 18 (2005) Applied Linguistics in Latin America
Volume 17 (2004) World Applied Linguistics
Volume 16 (2003) Africa and Applied Linguistics
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Subjects
Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General