- 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
- ASR-based system for promoting pronunciation: Promoting collaborative approach for higher education ELF learners
Sariani Sariani, Mutia El Khairat, Welsi Haslina & Baety Baetty | AILA 39:1 (2024) pp. 26–44 | 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
- Diversity, equity, inclusion, and sustainability (DEIS) in language education
Subhan Zein | AILA 39:2 (2026) pp. 133–145 | introduction
- Promoting diversity, equity, inclusion, and sustainability through indigenous language teaching in a Mexican
university
Lorena Córdova-Hernández, Cosme Gregorio Cirilo, Mario López-Gopar & Vilma Huerta Cordova | AILA 39:2 (2026) pp. 169–194 | 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
- 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
- Language challenges in medical education: Exploring predictors and variations among EMI students in Saudi Arabia
Zainab Mohammad Gaffas | AILA 38:1 (2025) p. 5 | Article
- On the need for cross-contextual EMI research: Reports from a tri-context workshop at AILA 2024
Joseph Siegel, Masako Kumazawa & Beatrice Zuaro | AILA 38:1 (2025) pp. 45–65 | Article
- Investigating reactivity in L2 listener verbal reports
Michael Yeldham & Rainbow Tsai-Hung Chen | AILA 38:1 (2025) p. 66 | 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
- Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country
Andrea Wehrli | AILA 38:2 (2025) pp. 237–261 | 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
-
Multilingual mindset
: A necessary concept for fostering inclusive multilingualism in migrant societies
Loy Lising | AILA 37:1 (2024) pp. 35–53 | Article
- Language varieties and labor mobilities: Englishes in transnational work
Ariane Macalinga Borlongan & Ron Bridget Vilog | AILA 37:1 (2024) pp. 79–97 | 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
- 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
- Strategic use of machine translation: A case study of Japanese EFL university students
Mariko Yuasa & Osamu Takeuchi | AILA 37:2 (2024) pp. 215–240 | Article
- Learning vocabulary through listening: The role of strategy use and linguistic proficiency
Suzanne Graham & Pengchong Anthony Zhang | AILA 37:2 (2024) pp. 241–265 | Article
- Listening strategy instruction for EMI learners to understand teacher input in science classrooms
Daniel Fung | AILA 37:2 (2024) pp. 266–289 | Article
- Adult migrants’ Norwegian language learning investment strategies in the workplace
Nuranindia Endah Arum | AILA 37:2 (2024) pp. 290–308 | Article
- Understanding secondary school students’ challenges, language learning strategies and future selves at highly selective
EMI schools in Kazakhstan
Anas Hajar | AILA 37:2 (2024) pp. 309–333 | Article
- Investigating language learning strategy use in adult L2 literacy: A constructivist grounded theory
Kaatje Dalderop | AILA 37:2 (2024) pp. 334–359 | 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
- Self-regulation to develop autonomy in language teacher education: Two case studies in an EFL Malagasy context
Dominique Vola Ambinintsoa & Eduardo Castro | AILA 37:2 (2024) pp. 416–440 | 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
- 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
- Permanent or temporary homes? Investigating the discourses of lifestyle migration, lifestyle mobilities and multilingualism within a Norwegian
context
Kellie Gonçalves & Kristin Vold Lexander | AILA 36:2 (2024) pp. 299–320 | Article
- Introduction: How to learn to teach multilingual learning
Eva Vetter & Nikolay Slavkov | AILA 35:1 (2022) pp. 1–11 | introduction
- 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
- 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
- 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
- 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
- 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
- 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
- Transdisciplinarity in Japanese business communication: New directions for collaboration between professors and professionals
Misa Fujio | AILA 34:1 (2021) p. 79 | 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
- 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
- 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
- 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
- More than recycled snippets of news: Quote cards as recontextualized discourse on social media
Daniel Pfurtscheller | AILA 33: (2020) pp. 204–226 | Article
- Looking beyond the local: Equity as a global concern in Early Language Learning
Janet Enever | AILA 32:1 (2020) pp. 10–35 | 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
- Cultural threads in three primary schools: Introducing a critical cosmopolitan frame
Patricia Driscoll & Adrian Holliday | AILA 32:1 (2020) pp. 64–90 | Article
- Perspectives on bi- and multilingual children’s participation in kindergartens in Iceland
Hanna Ragnarsdóttir | AILA 32:1 (2020) pp. 138–159 | 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
- Negotiating sustainability across scales: Community organising in the Outer Hebrides
Jaspal Naveel Singh & Tom Bartlett | AILA 30:1 (2018) pp. 50–71 | 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
- Trapped in a moral order: Moral identity, positioning and reflexivity in stories of confrontation among Latin American teenage school girls in Madrid
Adriana Patiño-Santos | AILA 29:1 (2017) p. 83 | Article
- Academically elite students in Singapore: A collective moral stance toward aspirations and trajectories
Luke Lu | AILA 29:1 (2017) pp. 141–172 | Article
- Reflexivity and transnational habitus: The case of a ‘poor’ affluent Chinese international student
Peter I. De Costa, Magda Tigchelaar & Yaqiong Cui | AILA 29:1 (2017) pp. 173–198 | Article
- Telling stories in two psychiatric interviews: A discussion on frame and narrative
Branca Telles Ribeiro & Liliana Cabral Bastos | AILA 18:1 (2006) pp. 58–75 | 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
- 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
- Challenges and affordances in digital spaces: Extending frontiers in Applied Linguistics commentary
Marta González-Lloret | Published online 20 October 2026 | introduction
- Challenges and affordances in the assessment of digital multimodal composing: A systematic review
Yingxue Liu & Fei Victor Lim | Article
- Problematizing and reexamining the notion of taking another introductory-level language class at
college: Adding students’ voices to the conversation at secondary and post-secondary levels
Hsuan-Ying Liu | Published online 21 November 2024 | Article
- The role of two L1s in L3 English writing
Fadhilah Fadhilah | Published online 21 April 2026 | Article
- Using AI to expand the “Toolbox” for EAP writing instruction: Student experiences and perceptions of ChatGPT’s instructional potential
Kris Van de Poel & Jessica Gasiorek | Published online 31 October 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
- When do teachers gesture? Conditions affecting gesture production in video-mediated lexical explanations
Benjamin Holt | Published online 18 May 2026 | Article
- Language and subject anxieties in EMI classrooms in Macau: A translanguaging
perspective
Xinyi Zhang & Xiaoling Jin | 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