- 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
- 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
- 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
- EFL teachers’ awareness of dyslexia: The case of Iranian context
Musa Nushi & Mitra Eshraghi | AILA 36:1 (2023) pp. 14–37 | 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
- 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
- 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
- (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
- Young immersion learners’ language use outside the classroom in a minority language context
Pádraig Ó Duibhir & Laoise Ní Thuairisg | AILA 32:1 (2020) pp. 112–137 | 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
- 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
- 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
- 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
- Challenges and affordances in the assessment of digital multimodal composing: A systematic review
Yingxue Liu & Fei Victor Lim | 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
- Through the reader’s eyes: Processing effort and aesthetic engagement with metaphors in a second language
Monika Płużyczka & Ainur Kakimova | 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