• 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
• (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
• (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
• 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

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