Latest articles
20 October 2026
Digital spaces and language learning: Process, creativity, criticality, and power
Christoph A. Hafner
Dealing with topics of potential cross‑cultural sensitivity among transnational groups of pre-service language teachers
in video‑mediated virtual exchange interactions
Ufuk Balaman
Translation technology, translanguaging and transknowledging in student academic writing
Li-Ching Chang & Kathleen Heugh
Generative artificial intelligence and foreign language
learning: L2 teachers’ perceptions of utility and ethics
Matt Kessler, Jihye Kim, Melike Akay & Tania Ferronato
Toward digital equity: A critical model of digital multimodal composing
Amir Michalovich & Ron Darvin
Opportunities associated with emerging technologies and oral language assessment
Gary J. Ockey & Fatimah M. Aseeri
Selling language teacher identity on social media: Charting the diverse paths to monetization
Jinyan Wang & Nate Ming Curran
Challenges and affordances in digital spaces: Extending frontiers in applied linguistics
Peter I. De Costa, Vashti Wai Yu Lee, Nari Kim & Sonja Mecham
Challenges and affordances in digital spaces: Extending frontiers in Applied Linguistics commentary
Marta González-Lloret
19 October 2026
Promoting diversity, equity, inclusion, and sustainability through indigenous language teaching in a Mexican
university
Lorena Córdova-Hernández, Cosme Gregorio Cirilo, Mario López-Gopar & Vilma Huerta Cordova | AILA 39:2 (2026) pp. 169–194
Spanish language education in Australia and sustainable development goals (SDGs): Promoting diversity, equity, inclusion, and sustainability through open educational resources (OERs)
Adriana Díaz | AILA 39:2 (2026) pp. 279–305
Diversity, equity and inclusion in theory and practice: Critical analysis of curricula for teaching and learning Serbian as a second or a heritage language in the 21st
century
Jelena Filipović & Ana S. Jovanović | AILA 39:2 (2026) pp. 306–330
“Discovering World Englishes has lessened my burden in English language education”: Colombian in-service English teachers reflecting on diversity, equity, and inclusion
Adriana González & Subhan Zein | AILA 39:2 (2026) pp. 195–220
Student-student cooperation promotes diversity, inclusion, and the
SDGs in language education
George M. Jacobs & Marla Lise | AILA 39:2 (2026) pp. 331–352
Embracing diversity, equity, and inclusion (DEI) in North American Chinese classrooms
Guofang Li & Zhen Lin | AILA 39:2 (2026) pp. 146–168
From suffering to empowerment: Unveiling the multifaceted impact of the Brincadas Project/COLINA’s engaged multiliteracy in Brazilian Portuguese
Fernanda Coelho Liberali | AILA 39:2 (2026) pp. 221–251
Toward language education as a practice of relational justice
Anita Lie | AILA 39:2 (2026) pp. 353–359
Diversity, equity, and inclusion (DEI) in English as a subject in basic education (ESBE) in ASEAN: Progress and challenges
Subhan Zein | AILA 39:2 (2026) pp. 252–278
Diversity, equity, inclusion, and sustainability (DEIS) in language education
Subhan Zein | AILA 39:2 (2026) pp. 133–145
27 May 2026
EFL students’ learning and their perceptions of teacher humor: A mixed methods study. Exploring EFL students’ perceptions of teacher humor, humor appropriateness, and humor homophily as predictors of their
cognitive learning, affective learning, and L2 achievement
Reza Taherkhani & Saba Aref
18 May 2026
When do teachers gesture? Conditions affecting gesture production in video-mediated lexical explanations
Benjamin Holt
21 April 2026
The role of two L1s in L3 English writing
Fadhilah Fadhilah
11 December 2025
Individual differences in English-medium education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese
undergraduates
Jennifer Ament & Mengjia Zhang | AILA 38:2 (2025) pp. 160–186
Virtual Exchange for English Language Teaching (VEELT): Engagement and inclusion challenges
Yu-Hua Chen, Sofia Di Sarno-García, Marina Orsini-Jones & Karina Guadalupe Díaz Pedroza | AILA 38:2 (2025) pp. 324–352
Equity, diversity and inclusion in academic production and dissemination in languages other than
English: Possibility or wishful thinking?
Cláudio França & Kyria Finardi | AILA 38:2 (2025) pp. 130–159
Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
Carolin Fuchs & Hannah Ferguson | AILA 38:2 (2025) pp. 294–323
Internationalisation at Home through Critical Virtual Exchange
Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo | AILA 38:2 (2025) pp. 262–293
Language teacher education in Brazil and the place of equity, diversity, and inclusion
Juliana Cristina Salvadori, Eduardo Henrique Diniz de Figueiredo & Bárbara Cortat Simoneli | AILA 38:2 (2025) pp. 216–236
Redefining English language teaching in Punjab: Embracing translanguaging and plurilingual competence for equity, diversity and inclusion
Preeti Suri & Marina Orsini Jones | AILA 38:2 (2025) pp. 187–215
Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country
Andrea Wehrli | AILA 38:2 (2025) pp. 237–261
Guest Editors’ Foreword
AILA 38:2 (2025) p. 129
18 August 2025
Investigating reactivity in L2 listener verbal reports
Michael Yeldham & Rainbow Tsai-Hung Chen | AILA 38:1 (2025) p. 66
From medicine to technology: On the disciplinary breadth in applied linguistics
María Iglesias Vázquez, Karolina Waldon & Christopher J. Jenks | AILA 38:1 (2025) pp. 1–4
31 July 2025
Does the reading platform matter? An eye-tracking study
Akshay Mendhakar, Katarzyna Sierak, Kirren Chana & Helmut Leder | AILA 38:1 (2025) pp. 105–128