- Chinese Russian language teachers’ agency in response to the New Liberal Arts policy: An ecological perspective
Yuan Tao & Lei Cai | AILA 39:1 (2024) pp. 1–25 | Article
- ASR-based system for promoting pronunciation: Promoting collaborative approach for higher education ELF learners
Sariani Sariani, Mutia El Khairat, Welsi Haslina & Baety Baetty | AILA 39:1 (2024) pp. 26–44 | Article
- Implementing translanguaging strategies in the English writing classroom in higher education: A systematic review
Xin Tang, Audrey Rousse-Malpat & Joana Duarte | AILA 39:1 (2024) pp. 45–79 | Article
- Diversity, equity, inclusion, and sustainability (DEIS) in language education
Subhan Zein | AILA 39:2 (2026) pp. 133–145 | introduction
- Embracing diversity, equity, and inclusion (DEI) in North American Chinese classrooms
Guofang Li & Zhen Lin | AILA 39:2 (2026) pp. 146–168 | Article
- 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 | Article
- “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 | Article
- 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 | Article
- 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 | Article
- 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 | Article
- 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 | Article
- Student-student cooperation promotes diversity, inclusion, and the
SDGs in language education
George M. Jacobs & Marla Lise | AILA 39:2 (2026) pp. 331–352 | Article
- Toward language education as a practice of relational justice
Anita Lie | AILA 39:2 (2026) pp. 353–359 | Article
- 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 | introduction
- Language challenges in medical education: Exploring predictors and variations among EMI students in Saudi Arabia
Zainab Mohammad Gaffas | AILA 38:1 (2025) p. 5 | Article
- On the need for cross-contextual EMI research: Reports from a tri-context workshop at AILA 2024
Joseph Siegel, Masako Kumazawa & Beatrice Zuaro | AILA 38:1 (2025) pp. 45–65 | Article
- 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 | Article
- 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 | Article
- 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 | Article
- Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country
Andrea Wehrli | AILA 38:2 (2025) pp. 237–261 | Article
- Internationalisation at Home through Critical Virtual Exchange
Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo | AILA 38:2 (2025) pp. 262–293 | Article
- Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
Carolin Fuchs & Hannah Ferguson | AILA 38:2 (2025) pp. 294–323 | Article
- 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 | Article
- Crip translingualism: Boundary negotiations in (im)mobility
Suresh Canagarajah | AILA 37:1 (2024) pp. 54–78 | Article
- 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 | Article
- 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 | Article
- Strategic use of machine translation: A case study of Japanese EFL university students
Mariko Yuasa & Osamu Takeuchi | AILA 37:2 (2024) pp. 215–240 | Article
- Learning vocabulary through listening: The role of strategy use and linguistic proficiency
Suzanne Graham & Pengchong Anthony Zhang | AILA 37:2 (2024) pp. 241–265 | Article
- Listening strategy instruction for EMI learners to understand teacher input in science classrooms
Daniel Fung | AILA 37:2 (2024) pp. 266–289 | Article
- Adult migrants’ Norwegian language learning investment strategies in the workplace
Nuranindia Endah Arum | AILA 37:2 (2024) pp. 290–308 | Article
- 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 | Article
- Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theory
Kaatje Dalderop | AILA 37:2 (2024) pp. 334–359 | Article
- 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 | Article
- 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 | Article
- 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 | Article
- Teaching during COVID-19: Social justice and Spanish heritage language learners
Clara Burgo | AILA 36:1 (2023) pp. 1–13 | Article
- EFL teachers’ awareness of dyslexia: The case of Iranian context
Musa Nushi & Mitra Eshraghi | AILA 36:1 (2023) pp. 14–37 | Article
- Migration linguistics: A synopsis
Ariane Macalinga Borlongan | AILA 36:1 (2023) pp. 38–63 | Article
- Addressing race in English language teaching
Erika de Freitas Coachman & Izabelle da Silva Fernandes | AILA 36:1 (2023) pp. 64–90 | Article
- Developing L2 listening comprehension through extensive and intensive
listening
Omar Karlin & Sayaka Karlin | AILA 36:1 (2023) p. 91 | Article
- 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 | Article
- Pedagogical construction grammar: The case of collocations and collostructions [1] 1
in foreign language instruction [2] 2
Maryam Pakzadian | AILA 36:2 (2024) pp. 135–162 | Article
- Exploring teachers’ perspectives on the implementation of a translanguaging pedagogy in two superdiverse Viennese
classrooms
Lena Cataldo-Schwarzl | AILA 36:2 (2024) pp. 194–210 | Article
- Tonal intelligibility within a paragraph: Analyzing Polish Mandarin learners’ tone production
Man-Ni Chu, Ewa Zajdler & Hui-Wen Lin | AILA 36:2 (2024) pp. 211–230 | Article
- Teaching lexical collocations to enhance speaking proficiency of college English majors in Taiwan
Jeng-yih Tim Hsu & Su-han Cheng | AILA 36:2 (2024) pp. 231–268 | Article
- Introduction: How to learn to teach multilingual learning
Eva Vetter & Nikolay Slavkov | AILA 35:1 (2022) pp. 1–11 | introduction
- 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 | Article
- 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 | Article
- 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 | Article
- Exploring bilingual teaching and learning in a Jewish-Palestinian language café
Orly Haim & Yarden Kedar | AILA 35:1 (2022) pp. 128–151 | Article
- New challenges for CLIL research: Identifying (in)equity issues
Ana Llinares & Russell Cross | AILA 35:2 (2023) pp. 169–179 | editorial
- 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 (2023) pp. 180–202 | Article
- A tale of two cities: The ideological debate on equity in bilingual schooling
Adrián Granados & Francisco Lorenzo | AILA 35:2 (2023) pp. 203–226 | Article
- (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 (2023) pp. 227–249 | Article
- 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 (2023) pp. 250–274 | Article
- Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
Darío Luis Banegas | AILA 35:2 (2023) pp. 275–296 | Article
- 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 (2023) pp. 297–320 | Article
- 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 (2023) pp. 321–350 | Article
- Afterword: Dedicated to making all learners matter
Do Coyle | AILA 35:2 (2023) pp. 351–358 | brief report
- 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 (2022) pp. 145–186 | Article
- Developing ELF research for critical language education
Alessia Cogo, Fan Fang, Stefania Kordia, Nicos Sifakis & Sávio Siqueira | AILA 34:2 (2022) pp. 187–211 | Article
- (Re)conceptualizing “Language” in CLIL: Multimodality, translanguaging and trans-semiotizing in CLIL
Jiajia Eve Liu & Angel M. Y. Lin | AILA 34:2 (2022) pp. 240–261 | Article
- 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 (2022) pp. 300–324 | Article
- Introduction
Janet Enever & Patricia Driscoll | AILA 32:1 (2020) pp. 1–9 | introduction
- Looking beyond the local: Equity as a global concern in Early Language Learning
Janet Enever | AILA 32:1 (2020) pp. 10–35 | Article
- The hidden curriculum of work in English language education: Neoliberalism and early English programs in public schooling
Peter Sayer | AILA 32:1 (2020) pp. 36–63 | Article
- Cultural threads in three primary schools: Introducing a critical cosmopolitan frame
Patricia Driscoll & Adrian Holliday | AILA 32:1 (2020) pp. 64–90 | Article
- Using young learners’ language environments for EFL learning: Ways of working with linguistic landscapes
Jana Roos & Howard Nicholas | AILA 32:1 (2020) p. 91 | Article
- Young immersion learners’ language use outside the classroom in a minority language context
Pádraig Ó Duibhir & Laoise Ní Thuairisg | AILA 32:1 (2020) pp. 112–137 | Article
- 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 (2020) pp. 160–177 | Article
- Common challenges in diverse contexts
Yuko Goto Butler | AILA 32:1 (2020) pp. 178–186 | Article
- Language teaching and learning as a transdisciplinary endeavour: Multilingualism and epistemological diversity
Anthony J. Liddicoat | AILA 31:1 (2019) pp. 14–28 | Article
- Transdisciplinarity across two-tiers: The case of applied linguistics and literary studies in U.S. foreign language departments
Chantelle Warner | AILA 31:1 (2019) pp. 29–52 | Article
- On, for, and with practitioners: A transdisciplinary approach to text production in real-life settings
Daniel Perrin | AILA 31:1 (2019) pp. 53–80 | Article
- Introduction
Luiz Paulo Moita-Lopes & Mike Baynham | AILA 30:1 (2018) pp. v–xiii | introduction
- 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 (2018) pp. 27–49 | Article
- 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 (2018) p. 96 | Article
- What counts as language in South African schooling? Monoglossic ideologies and children’s participation
Carolyn McKinney, Hannah Carrim, Alex Marshall & Laura Layton | AILA 28:1 (2015) pp. 103–126 | Article
- Why cognitive grammar works in the L2 classroom: A case study of mood selection in Spanish
Reyes Llopis-García | AILA 23:1 (2010) pp. 72–94 | Article
- Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroom
Fiona MacArthur | AILA 23:1 (2010) pp. 155–173 | Article
- Towards ‘biliteracy and trilingualism’ in Hong Kong (SAR): Problems, dilemmas and stakeholders’ views
David C.S. Li | AILA 22:1 (2009) pp. 72–84 | Article
- Critical thinking in reflective sessions and in online interactions
Maria Antonieta Alba Celani & Heloisa Collins | AILA 18:1 (2006) pp. 41–57 | Article
- Classroom code-switching in post-colonial contexts: Functions, attitudes and policies
Gibson Ferguson | AILA 16:1 (2003) pp. 38–51 | Article
- Challenges and affordances in digital spaces: Extending frontiers in applied linguistics
Peter I. De Costa, Vashti Wai Yu Lee, Nari Kim & Sonja Mecham | Published online 20 October 2026 | introduction
- Dealing with topics of potential cross‑cultural sensitivity among transnational groups of pre-service language teachers
in video‑mediated virtual exchange interactions
Ufuk Balaman | Published online 20 October 2026 | Article
- Opportunities associated with emerging technologies and oral language assessment
Gary J. Ockey & Fatimah M. Aseeri | Published online 20 October 2026 | Article
- Translation technology, translanguaging and transknowledging in student academic writing
Li-Ching Chang & Kathleen Heugh | Published online 20 October 2026 | Article
- Generative artificial intelligence and foreign language
learning: L2 teachers’ perceptions of utility and ethics
Matt Kessler, Jihye Kim, Melike Akay & Tania Ferronato | Published online 20 October 2026 | Article
- Toward digital equity: A critical model of digital multimodal composing
Amir Michalovich & Ron Darvin | Published online 20 October 2026 | Article
- Challenges and affordances in digital spaces: Extending frontiers in Applied Linguistics commentary
Marta González-Lloret | Published online 20 October 2026 | introduction
- Challenges and affordances in the assessment of digital multimodal composing: A systematic review
Yingxue Liu & Fei Victor Lim | Article
- Digital spaces and language learning: Process, creativity, criticality, and power
Christoph A. Hafner | Published online 20 October 2026 | article commentary
- Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong
Barry Bai, Wenjuan Guo & Rui (Eric) Yuan | Article
- Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
Shigeru Sasajima & Barry Kavanagh | Published online 12 November 2024 | Article
- 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 | Published online 21 November 2024 | Article
- Closeness facilitating interaction among Japanese learners of English
Stachus Peter Tu | Published online 31 October 2024 | Article
- The role of two L1s in L3 English writing
Fadhilah Fadhilah | Published online 21 April 2026 | Article
- 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 | Published online 31 October 2024 | Article
- 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 | Published online 27 May 2026 | Article
- When do teachers gesture? Conditions affecting gesture production in video-mediated lexical explanations
Benjamin Holt | Published online 18 May 2026 | Article
- Language and subject anxieties in EMI classrooms in Macau: A translanguaging
perspective
Xinyi Zhang & Xiaoling Jin | Article
- A plurilingual and intercultural approach to language teaching: Teaching beliefs in the plurilingual educational context of Marina Alta (Valencian Country, Spain)
Alba Martínez-Gilabert & Alexandre Bataller-Català | Article
- “I just want them to treat me with respect and dignity, even if my paper is rejected, because it is really
bad”: Ubuntu-Maaya, a relational framework to establish open and equal dialogic collaborative review practices
Kadidja Koné | Article
- Evolving selves: A longitudinal study of two first-year university undergraduates’ L2 motivational self-system trajectories during the
EFL-to-EMI transition
Joan Wan-Ting Huang | Article