• 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
• Teaching during COVID-19: Social justice and Spanish heritage language learners
  Clara Burgo | AILA 36:1 (2023) pp. 1–13 | Article
• Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
  Darío Luis Banegas | AILA 35:2 (2023) pp. 275–296 | 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
• Introduction
  Janet Enever & Patricia Driscoll | AILA 32:1 (2020) pp. 1–9 | introduction
• 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
• Introduction: Transdisciplinarity in applied linguistics
  Daniel Perrin & Claire Kramsch | AILA 31:1 (2019) pp. 1–13 | introduction
• Migrant rap in the periphery: Performing politics of belonging
  Sirpa Leppänen & Elina Westinen | AILA 30:1 (2018) pp. 1–26 | Article
• Reflexivity and social change in applied linguistics
  Miguel Pérez-Milans | AILA 29:1 (2017) pp. 1–14 | introduction
• 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

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