- Embracing diversity, equity, and inclusion (DEI) in North American Chinese classrooms
Guofang Li & Zhen Lin | AILA 39:2 (2026) pp. 146–168 | Article
- 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
- 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
- Toward language education as a practice of relational justice
Anita Lie | AILA 39:2 (2026) pp. 353–359 | 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
- Individual differences in English-medium education: Comparing multilingual identity, beliefs, motivations and perspectives in EME in Spanish and Chinese
undergraduates
Jennifer Ament & Mengjia Zhang | AILA 38:2 (2025) pp. 160–186 | Article
- Qualitative research on language learning strategies and self-regulation
Nathan Thomas, Jason Schneider & Sihan Zhou | AILA 37:2 (2024) pp. 177–187 | introduction
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- Challenges and affordances in digital spaces: Extending frontiers in applied linguistics
Peter I. De Costa, Vashti Wai Yu Lee, Nari Kim & Sonja Mecham | Published online 20 October 2026 | introduction
- Toward digital equity: A critical model of digital multimodal composing
Amir Michalovich & Ron Darvin | Published online 20 October 2026 | Article
- Digital spaces and language learning: Process, creativity, criticality, and power
Christoph A. Hafner | Published online 20 October 2026 | article commentary
- 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
- 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