• 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
• 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
• 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
• 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
• “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
• 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
• 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
• On the need for cross-contextual EMI research: Reports from a tri-context workshop at AILA 2024
  Joseph Siegel, Masako Kumazawa & Beatrice Zuaro | AILA 38:1 (2025) pp. 45–65 | 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
• 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
• Language teacher education in Brazil and the place of equity, diversity, and inclusion
  Juliana Cristina Salvadori, Eduardo Henrique Diniz de Figueiredo & Bárbara Cortat Simoneli | AILA 38:2 (2025) pp. 216–236 | Article
• Heritage speakers in Switzerland: Plurilingualism and social justice in a multilingual country
  Andrea Wehrli | AILA 38:2 (2025) pp. 237–261 | Article
• Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
  Carolin Fuchs & Hannah Ferguson | AILA 38:2 (2025) pp. 294–323 | 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
• Language varieties and labor mobilities: Englishes in transnational work
  Ariane Macalinga Borlongan & Ron Bridget Vilog | AILA 37:1 (2024) pp. 79–97 | 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
• Rethinking researcher-participant roles: Ethics of care and collaboration in the migration linguistics of precarious migrants
  Nicanor Legarte Guinto, Brian D. Villaverde, Amiel Jansen Demetrial & Aurelio Teodoro Maguyon III | AILA 37:1 (2024) pp. 156–176 | Article
• 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
• 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
• Unveiling task value and self-regulated language learning strategies among Japanese learners of English: Insights from different EFL learning scenarios
  Akiko Fukuda | AILA 37:2 (2024) pp. 388–415 | 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
• EFL teachers’ awareness of dyslexia: The case of Iranian context
  Musa Nushi & Mitra Eshraghi | AILA 36:1 (2023) pp. 14–37 | Article
• Migration linguistics: A synopsis
  Ariane Macalinga Borlongan | AILA 36:1 (2023) pp. 38–63 | 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
• 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
• 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
• Two millennia of language policies in China: Retrospect and prospect
  Jie Zeng & Yanling Zhao | AILA 36:2 (2024) pp. 269–298 | Article
• Introduction: How to learn to teach multilingual learning
  Eva Vetter & Nikolay Slavkov | AILA 35:1 (2022) pp. 1–11 | introduction
• 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
• Exploring bilingual teaching and learning in a Jewish-Palestinian language café
  Orly Haim & Yarden Kedar | AILA 35:1 (2022) pp. 128–151 | Article
• Emerging trends in multilingual learning and teaching: Beyond edges and borders
  Larissa Aronin & Susan Coetzee-Van Rooy | AILA 35:1 (2022) pp. 152–168 | article commentary
• New challenges for CLIL research: Identifying (in)equity issues
  Ana Llinares & Russell Cross | AILA 35:2 (2023) pp. 169–179 | editorial
• 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
• 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
• (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
• Mobile apps as language-learning tools: Challenges, problems and solutions of specialised lexicography
  Silga Sviķe | AILA 34:1 (2021) pp. 19–36 | 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
• Literature and language education: Exploring teachers’ views on teaching foreign language through literature in bilingual secondary schools in Madrid (Spain)
  Jelena Bobkina, Elena Domínguez Romero & Susana Sastre-Merino | AILA 34:2 (2022) pp. 145–186 | 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• 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
• Multilingualism as utopia: Fashioning non-racial selves
  Christopher Stroud & Quentin Williams | AILA 30:1 (2018) pp. 167–188 | Article
• Reflexive language and ethnic minority activism in Hong Kong: A trajectory-based analysis
  Miguel Pérez-Milans & Carlos Soto | AILA 29:1 (2017) pp. 48–82 | Article
• Trapped in a moral order: Moral identity, positioning and reflexivity in stories of confrontation among Latin American teenage school girls in Madrid
  Adriana Patiño-Santos | AILA 29:1 (2017) p. 83 | Article
• The reflexive imperative among high-achieving adolescents: A Flemish case study
  Inge Van Lancker | AILA 29:1 (2017) pp. 114–140 | Article
• Academically elite students in Singapore: A collective moral stance toward aspirations and trajectories
  Luke Lu | AILA 29:1 (2017) pp. 141–172 | Article
• Reflexivity and transnational habitus: The case of a ‘poor’ affluent Chinese international student
  Peter I. De Costa, Magda Tigchelaar & Yaqiong Cui | AILA 29:1 (2017) pp. 173–198 | Article
• Towards ‘biliteracy and trilingualism’ in Hong Kong (SAR): Problems, dilemmas and stakeholders’ views
  David C.S. Li | AILA 22:1 (2009) pp. 72–84 | Article
• Language-in-education policies in the Catalan language area
  F. Xavier Vila i Moreno | AILA 21:1 (2009) pp. 31–48 | Article
• Current challenges in bilingual education in Wales
  W. Gwyn Lewis | AILA 21:1 (2009) pp. 69–86 | Article
• Developments in bilingual Frisian-Dutch education in Friesland
  Durk Gorter & Cor van der Meer | AILA 21:1 (2009) p. 87 | 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
• 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 the assessment of digital multimodal composing: A systematic review
  Yingxue Liu & Fei Victor Lim | Article
• Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong
  Barry Bai, Wenjuan Guo & Rui (Eric) Yuan | Article
• Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
  Shigeru Sasajima & Barry Kavanagh | Published online 12 November 2024 | Article
• 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
• The role of two L1s in L3 English writing
  Fadhilah Fadhilah | Published online 21 April 2026 | 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
• 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

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