• 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
• Processing and appreciation of literary metaphors in English as a foreign language: An eye-tracking study
  Monika Płużyczka, Ainur Kakimova & Akshay Mendhakar | AILA 39:1 (2024) p. 80 | Article
• Rewriting American uniqueness: Framing the issue of American exceptionalism in Barack Obama’s political rhetoric
  Imen Bouyahi | AILA 39:1 (2024) pp. 109–132 | Article
• Diversity, equity, inclusion, and sustainability (DEIS) in language education
  Subhan Zein | AILA 39:2 (2026) pp. 133–145 | introduction
• 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
• Student-student cooperation promotes diversity, inclusion, and the SDGs in language education
  George M. Jacobs & Marla Lise | AILA 39:2 (2026) pp. 331–352 | Article
• Toward language education as a practice of relational justice
  Anita Lie | AILA 39:2 (2026) pp. 353–359 | 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
• Investigating reactivity in L2 listener verbal reports
  Michael Yeldham & Rainbow Tsai-Hung Chen | AILA 38:1 (2025) p. 66 | Article
• Does the reading platform matter? An eye-tracking study
  Akshay Mendhakar, Katarzyna Sierak, Kirren Chana & Helmut Leder | AILA 38:1 (2025) pp. 105–128 | 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
• 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
• Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
  Carolin Fuchs & Hannah Ferguson | AILA 38:2 (2025) pp. 294–323 | 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
• Multilingualism and mobility in the twenty-first century: An agenda for migration linguistics
  Ariane Macalinga Borlongan & Lisa Lim | AILA 37:1 (2024) pp. 1–9 | editorial
• 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
• Crip translingualism: Boundary negotiations in (im)mobility
  Suresh Canagarajah | AILA 37:1 (2024) pp. 54–78 | 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
• Chinglish as border languaging
  Qian Du & Jerry Won Lee | AILA 37:1 (2024) pp. 137–155 | 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
• 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
• Addressing race in English language teaching
  Erika de Freitas Coachman & Izabelle da Silva Fernandes | AILA 36:1 (2023) pp. 64–90 | Article
• Developing L2 listening comprehension through extensive and intensive listening
  Omar Karlin & Sayaka Karlin | AILA 36:1 (2023) p. 91 | Article
• Pedagogical construction grammar: The case of collocations and collostructions [1] 1 in foreign language instruction [2] 2
  Maryam Pakzadian | AILA 36:2 (2024) pp. 135–162 | 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
• 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
• Tonal intelligibility within a paragraph: Analyzing Polish Mandarin learners’ tone production
  Man-Ni Chu, Ewa Zajdler & Hui-Wen Lin | AILA 36:2 (2024) pp. 211–230 | Article
• Teaching lexical collocations to enhance speaking proficiency of college English majors in Taiwan
  Jeng-yih Tim Hsu & Su-han Cheng | AILA 36:2 (2024) pp. 231–268 | 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
• 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
• 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
• 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
• (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
• 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
• Afterword: Dedicated to making all learners matter
  Do Coyle | AILA 35:2 (2023) pp. 351–358 | brief report
• 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
• An invisible operational mortar: The essential role of speech acts within tri-segregated moviegoing
  Christopher J. McKenna | AILA 34:1 (2021) pp. 102–121 | 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
• 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
• (Re)conceptualizing “Language” in CLIL: Multimodality, translanguaging and trans-semiotizing in CLIL
  Jiajia Eve Liu & Angel M. Y. Lin | AILA 34:2 (2022) pp. 240–261 | Article
• Can metacognition bring in the ingredients requisite for L2 listening success?
  Çağrı Tuğrul Mart | AILA 34:2 (2022) pp. 262–273 | Article
• The potential of sound picturebooks as multimodal narratives: Developing students’ multiliteracies in primary education
  Agustín Reyes-Torres, Matilde Portalés-Raga & Clara Torres-Mañá | AILA 34:2 (2022) pp. 300–324 | Article
• Linguistic recycling: The process of quoting in increasingly mediatized settings
  Lauri Haapanen & Daniel Perrin | AILA 33: (2020) pp. 1–20 | introduction
• 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
• Linguistic recycling in language acquisition: Child-directed speech and child speech in the study of language acquisition
  Klaus Laalo & Reili Argus | AILA 33: (2020) p. 86 | 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
• Visuo-material performances: 'Literalized’ quotations in prime minister’s questions
  Elisabeth Reber | AILA 33: (2020) pp. 176–203 | Article
• More than recycled snippets of news: Quote cards as recontextualized discourse on social media
  Daniel Pfurtscheller | AILA 33: (2020) pp. 204–226 | Article
• Introduction
  Janet Enever & Patricia Driscoll | AILA 32:1 (2020) pp. 1–9 | introduction
• 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
• 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
• Perspectives on bi- and multilingual children’s participation in kindergartens in Iceland
  Hanna Ragnarsdóttir | AILA 32:1 (2020) pp. 138–159 | 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
• Common challenges in diverse contexts
  Yuko Goto Butler | AILA 32:1 (2020) pp. 178–186 | Article
• Introduction: Transdisciplinarity in applied linguistics
  Daniel Perrin & Claire Kramsch | AILA 31:1 (2019) pp. 1–13 | introduction
• Language teaching and learning as a transdisciplinary endeavour: Multilingualism and epistemological diversity
  Anthony J. Liddicoat | AILA 31:1 (2019) pp. 14–28 | 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
• The language of numbers: Transdisciplinary action research and financial communication
  Marlies Whitehouse | AILA 31:1 (2019) p. 81 | Article
• Introduction
  Luiz Paulo Moita-Lopes & Mike Baynham | AILA 30:1 (2018) pp. v–xiii | introduction
• Migrant rap in the periphery: Performing politics of belonging
  Sirpa Leppänen & Elina Westinen | AILA 30:1 (2018) pp. 1–26 | Article
• 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
• Negotiating sustainability across scales: Community organising in the Outer Hebrides
  Jaspal Naveel Singh & Tom Bartlett | AILA 30:1 (2018) pp. 50–71 | 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
• Challenge from the margins: New uses and meanings of written practices in Wichi
  Camilo Ballena & Virginia Unamuno | AILA 30:1 (2018) pp. 120–143 | 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
• Meaning as a nonlinear effect: The birth of cool
  Jan Blommaert | AILA 28:1 (2015) p. 7 | Article
• Language and Culture
  Claire Kramsch | AILA 27:1 (2015) pp. 30–55 | Article
• Legal linguistics as a mutual arena for cooperation: Recent developments in the field of applied linguistics and law
  Jan Engberg | AILA 26:1 (2014) pp. 24–41 | Article
• Communication and understanding
  Karol Janicki | AILA 24:1 (2011) pp. 68–77 | Article
• Making sense of phrasal verbs: A cognitive linguistic account of L2 learning
  Rafael Alejo-González | AILA 23:1 (2010) pp. 50–71 | Article
• Why cognitive grammar works in the L2 classroom: A case study of mood selection in Spanish
  Reyes Llopis-García | AILA 23:1 (2010) pp. 72–94 | Article
• Helping learners engage with L2 words: The form–meaning fit
  Julie Deconinck, Frank Boers & June Eyckmans | AILA 23:1 (2010) p. 95 | Article
• Construction grammars: Towards a pedagogical model
  Randal Holme | AILA 23:1 (2010) pp. 115–133 | Article
• Dealing with topics of potential cross‑cultural sensitivity among transnational groups of pre-service language teachers in video‑mediated virtual exchange interactions
  Ufuk Balaman | Published online 20 October 2026 | 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
• Selling language teacher identity on social media: Charting the diverse paths to monetization
  Jinyan Wang & Nate Ming Curran | 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
• 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
• Challenges and affordances in the assessment of digital multimodal composing: A systematic review
  Yingxue Liu & Fei Victor Lim | Article
• Digital spaces and language learning: Process, creativity, criticality, and power
  Christoph A. Hafner | Published online 20 October 2026 | article commentary
• Analysing the explicit and implicit semantic structure of the Iljas Esenberlin novel trilogy “Nomads”
  Assel Baikadamova & Aigul Bizhkenova | Published online 13 June 2024 | Article
• Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong
  Barry Bai, Wenjuan Guo & Rui (Eric) Yuan | 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
• Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
  Shigeru Sasajima & Barry Kavanagh | Published online 12 November 2024 | Article
• Frame analysis of the semantics of mental verbs of the Kazakh language: Semantics of mental verbs of the Kazakh language
  Nazira Mamadiyarova, Balkiya Kassym, Kalbike Yessenova & Nurziya Abisheva | Published online 21 November 2024 | Article
• Closeness facilitating interaction among Japanese learners of English
  Stachus Peter Tu | Published online 31 October 2024 | Article
• The role of two L1s in L3 English writing
  Fadhilah Fadhilah | Published online 21 April 2026 | Article
• When do teachers gesture? Conditions affecting gesture production in video-mediated lexical explanations
  Benjamin Holt | Published online 18 May 2026 | Article
• Contronymous verbs in English: Crossing the boundaries of polysemy
  Kenryo Fu | 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
• Through the reader’s eyes: Processing effort and aesthetic engagement with metaphors in a second language
  Monika Płużyczka & Ainur Kakimova | Article

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