• 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 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
• 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
• 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
• (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
• 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
• Mobile apps as language-learning tools: Challenges, problems and solutions of specialised lexicography
  Silga Sviķe | AILA 34:1 (2021) pp. 19–36 | 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
• 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

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