- 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
- 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
- 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 | 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
- 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
- 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
- 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
- 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
- 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
- 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
- Adult migrants’ Norwegian language learning investment strategies in the workplace
Nuranindia Endah Arum | AILA 37:2 (2024) pp. 290–308 | 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
- 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
- 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
- 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 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
- 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
- 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
- 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
- Linguistic recycling: The process of quoting in increasingly mediatized settings
Lauri Haapanen & Daniel Perrin | AILA 33: (2020) pp. 1–20 | introduction
- Recycling a genre for news automation: The production of Valtteri the Election Bot
Lauri Haapanen & Leo Leppänen | AILA 33: (2020) pp. 67–85 | 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
- 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
- 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
- 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
- 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
- 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
- Embracing connectedness and change: A complex dynamic systems perspective for applied linguistic research
Lynne Cameron | AILA 28:1 (2015) pp. 28–48 | Article
- The transformation of urban space: Agency and constraints in a peripheral district in the post-industrial city of Madrid
Luisa Martín Rojo & Cristina Portillo | AILA 28:1 (2015) p. 72 | Article
- Dialogue and confrontation in Venezuelan political interaction
Adriana Bolívar | AILA 18:1 (2006) p. 3 | 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
- 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
- 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
- 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
- Contronymous verbs in English: Crossing the boundaries of polysemy
Kenryo Fu | 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