• 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
• 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
• Digital spaces and language learning: Process, creativity, criticality, and power
  Christoph A. Hafner | Published online 20 October 2026 | article commentary

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