• “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
• 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
• 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
• 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
• 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
• 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
• Looking beyond the local: Equity as a global concern in Early Language Learning
  Janet Enever | AILA 32:1 (2020) pp. 10–35 | Article
• Cultural threads in three primary schools: Introducing a critical cosmopolitan frame
  Patricia Driscoll & Adrian Holliday | AILA 32:1 (2020) pp. 64–90 | Article
• Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
  Shigeru Sasajima & Barry Kavanagh | Published online 12 November 2024 | Article

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