• Diversity, equity, inclusion, and sustainability (DEIS) in language education
  Subhan Zein | AILA 39:2 (2026) pp. 133–145 | introduction
• 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
• Toward language education as a practice of relational justice
  Anita Lie | AILA 39:2 (2026) pp. 353–359 | 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
• (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
• 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
• Challenges and affordances in the assessment of digital multimodal composing: A systematic review
  Yingxue Liu & Fei Victor Lim | Article

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