• 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
• 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
• Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country
  Andrea Wehrli | AILA 38:2 (2025) pp. 237–261 | Article
• Teaching during COVID-19: Social justice and Spanish heritage language learners
  Clara Burgo | AILA 36:1 (2023) pp. 1–13 | Article
• Addressing race in English language teaching
  Erika de Freitas Coachman & Izabelle da Silva Fernandes | AILA 36:1 (2023) pp. 64–90 | 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
• 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
• Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
  Darío Luis Banegas | AILA 35:2 (2023) pp. 275–296 | 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
• ‘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
• 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
• The impact of teaching quality and learning time on primary EFL learners’ receptive proficiency: Preliminary findings from the TEPS study
  Eva Wilden & Raphaela Porsch | AILA 32:1 (2020) pp. 160–177 | 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
• The plurilingual tradition and the English language in South Asia
  Suresh Canagarajah | AILA 22:1 (2009) p. 5 | Article
• Dialogue and confrontation in Venezuelan political interaction
  Adriana Bolívar | AILA 18:1 (2006) p. 3 | Article
• Language and subject anxieties in EMI classrooms in Macau: A translanguaging perspective
  Xinyi Zhang & Xiaoling Jin | Article

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