• 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
• 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
• Rewriting American uniqueness: Framing the issue of American exceptionalism in Barack Obama’s political rhetoric
  Imen Bouyahi | AILA 39:1 (2024) pp. 109–132 | 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
• “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
• Investigating reactivity in L2 listener verbal reports
  Michael Yeldham & Rainbow Tsai-Hung Chen | AILA 38:1 (2025) p. 66 | 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
• 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 | editorial
• Defining migrants: Invisibilities, im/mobilities, integration
  Lisa Lim | AILA 37:1 (2024) pp. 10–34 | Article
• Multilingual mindset : A necessary concept for fostering inclusive multilingualism in migrant societies
  Loy Lising | AILA 37:1 (2024) pp. 35–53 | Article
• Crip translingualism: Boundary negotiations in (im)mobility
  Suresh Canagarajah | AILA 37:1 (2024) pp. 54–78 | Article
• Representation of migrant accents in media discourse: A corpus-assisted critical discourse analysis
  Remart Padua Dumlao & Louisa Willoughby | AILA 37:1 (2024) p. 98 | Article
• Chinglish as border languaging
  Qian Du & Jerry Won Lee | AILA 37:1 (2024) pp. 137–155 | Article
• 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 | 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
• Teaching during COVID-19: Social justice and Spanish heritage language learners
  Clara Burgo | AILA 36:1 (2023) pp. 1–13 | 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
• 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
• Discourse analysis of male and female representatives of selected countries at the United Nations general debates
  Abdulaziz Alshahrani | AILA 36:2 (2024) pp. 163–193 | 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
• Two millennia of language policies in China: Retrospect and prospect
  Jie Zeng & Yanling Zhao | AILA 36:2 (2024) pp. 269–298 | 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
• Plurilingual and pluricultural competence: The EVAL-IC model of intercomprehension competence
  Margareta Strasser & Christina Reissner | AILA 35:1 (2022) pp. 38–59 | 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
• Emerging trends in multilingual learning and teaching: Beyond edges and borders
  Larissa Aronin & Susan Coetzee-Van Rooy | AILA 35:1 (2022) pp. 152–168 | article commentary
• 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
• 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
• Afterword: Dedicated to making all learners matter
  Do Coyle | AILA 35:2 (2023) pp. 351–358 | brief report
• 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 | introduction
• 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 | Article
• ‘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 | Article
• Transdisciplinarity in Japanese business communication: New directions for collaboration between professors and professionals
  Misa Fujio | AILA 34:1 (2021) p. 79 | Article
• 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 | 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
• 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 (2022) pp. 212–239 | 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 evolution of football live text commentaries: A corpus linguistic case study on genre change
  Simon Meier-Vieracker | AILA 34:2 (2022) pp. 274–299 | 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
• Linguistic recycling: The process of quoting in increasingly mediatized settings
  Lauri Haapanen & Daniel Perrin | AILA 33: (2020) pp. 1–20 | introduction
• The invisible supporters: Writing for reuse
  Eva-Maria Jakobs & Claas Digmayer | AILA 33: (2020) pp. 21–46 | Article
• 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 | Article
• 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 | Article
• 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 | Article
• 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 | Article
• Reporting quotable yet untranslatable speech: Observations of shifting practices by Japanese newspapers from Obama to Trump
  Kayo Matsushita | AILA 33: (2020) pp. 157–175 | Article
• Visuo-material performances: 'Literalized’ quotations in prime minister’s questions
  Elisabeth Reber | AILA 33: (2020) pp. 176–203 | Article
• More than recycled snippets of news: Quote cards as recontextualized discourse on social media
  Daniel Pfurtscheller | AILA 33: (2020) pp. 204–226 | Article
• Introduction
  Janet Enever & Patricia Driscoll | AILA 32:1 (2020) pp. 1–9 | introduction
• Cultural threads in three primary schools: Introducing a critical cosmopolitan frame
  Patricia Driscoll & Adrian Holliday | AILA 32:1 (2020) pp. 64–90 | 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
• Introduction: Transdisciplinarity in applied linguistics
  Daniel Perrin & Claire Kramsch | AILA 31:1 (2019) pp. 1–13 | introduction
• 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
• The language of numbers: Transdisciplinary action research and financial communication
  Marlies Whitehouse | AILA 31:1 (2019) p. 81 | Article
• Applied linguistics as epistemic assemblage
  Alastair Pennycook | AILA 31:1 (2019) pp. 113–134 | Article
• Response 1: Applied linguistics as transdisciplinary practice: What’s in a prefix?
  H. G. Widdowson | AILA 31:1 (2019) pp. 135–142 | Article
• Response 2: Transdisciplinary applied linguistics: Themes of perspectivity and transcendence
  Jonathan Crichton | AILA 31:1 (2019) pp. 143–148 | Article
• Introduction
  Luiz Paulo Moita-Lopes & Mike Baynham | AILA 30:1 (2018) pp. v–xiii | introduction
• Migrant rap in the periphery: Performing politics of belonging
  Sirpa Leppänen & Elina Westinen | AILA 30:1 (2018) pp. 1–26 | Article
• 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
• Negotiating sustainability across scales: Community organising in the Outer Hebrides
  Jaspal Naveel Singh & Tom Bartlett | AILA 30:1 (2018) pp. 50–71 | Article
• The chronotopes of authenticity: Designing the Tujia heritage in China
  Xuan Wang & Sjaak Kroon | AILA 30:1 (2018) pp. 72–95 | 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
• Challenge from the margins: New uses and meanings of written practices in Wichi
  Camilo Ballena & Virginia Unamuno | AILA 30:1 (2018) pp. 120–143 | Article
• On the relationality of centers, peripheries and interactional regimes: Translanguaging in a community interpreting event
  Mike Baynham & Jolana Hanušová | AILA 30:1 (2018) pp. 144–166 | Article
• Multilingualism as utopia: Fashioning non-racial selves
  Christopher Stroud & Quentin Williams | AILA 30:1 (2018) pp. 167–188 | Article
• Troping on prejudice: Stylised “bad Finnish” performances and reflexivity among adolescents in Eastern Helsinki
  Heini Lehtonen | AILA 29:1 (2017) pp. 15–47 | Article
• Reflexive language and ethnic minority activism in Hong Kong: A trajectory-based analysis
  Miguel Pérez-Milans & Carlos Soto | AILA 29:1 (2017) pp. 48–82 | Article
• Academically elite students in Singapore: A collective moral stance toward aspirations and trajectories
  Luke Lu | AILA 29:1 (2017) pp. 141–172 | Article
• Embracing connectedness and change: A complex dynamic systems perspective for applied linguistic research
  Lynne Cameron | AILA 28:1 (2015) pp. 28–48 | 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
• Language and Culture
  Claire Kramsch | AILA 27:1 (2015) pp. 30–55 | Article
• Legal linguistics as a mutual arena for cooperation: Recent developments in the field of applied linguistics and law
  Jan Engberg | AILA 26:1 (2014) pp. 24–41 | Article
• Folk beliefs about second language learning and teaching
  Michael Pasquale | AILA 24:1 (2011) pp. 88–99 | Article
• Metonymic inferencing and second language acquisition
  Antonio Barcelona | AILA 23:1 (2010) pp. 134–155 | Article
• Beyond fear and loathing in SG: The real mother tongues and language policies in multilingual Singapore
  Lisa Lim | AILA 22:1 (2009) pp. 52–71 | Article
• The teaching of English as an International Language in Japan: An answer to the dilemma of indigenous values and global needs in the Expanding Circle
  Nobuyuki Hino | AILA 22:1 (2009) pp. 103–119 | Article
• Dialogue and confrontation in Venezuelan political interaction
  Adriana Bolívar | AILA 18:1 (2006) p. 3 | Article
• Code switching and identity in the discourse of Catalan immigrants in Mexico
  Carmen Curcó | AILA 18:1 (2006) pp. 18–40 | Article
• Discourse, culture and the law: The analysis of crosstalk in the Southern African bilingual courtroom
  Pulie Thetela | AILA 16:1 (2003) pp. 78–88 | Article
• Managing ‘face’ in urban public transport: Polite request strategies in commuter omnibus discourse in Harare
  Pedzisai Mashiri | AILA 16:1 (2003) pp. 120–126 | 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
• Selling language teacher identity on social media: Charting the diverse paths to monetization
  Jinyan Wang & Nate Ming Curran | 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
• Analysing the explicit and implicit semantic structure of the Iljas Esenberlin novel trilogy “Nomads”
  Assel Baikadamova & Aigul Bizhkenova | Published online 13 June 2024 | Article
• 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 | Published online 13 June 2024 | Article
• 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 | Published online 21 November 2024 | 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
• Through the reader’s eyes: Processing effort and aesthetic engagement with metaphors in a second language
  Monika Płużyczka & Ainur Kakimova | 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

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