• Embracing diversity, equity, and inclusion (DEI) in North American Chinese classrooms
  Guofang Li & Zhen Lin | AILA 39:2 (2026) pp. 146–168 | 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
• Internationalisation at Home through Critical Virtual Exchange
  Mirjam Hauck, Ana Cristina Biondo Salomão, Müge Satar & Gustavo Primo | AILA 38:2 (2025) pp. 262–293 | Article
• Longitudinal civic engagement: Undergraduate students’ reflections on an intergenerational virtual exchange
  Carolin Fuchs & Hannah Ferguson | AILA 38:2 (2025) pp. 294–323 | Article
• Chinglish as border languaging
  Qian Du & Jerry Won Lee | AILA 37:1 (2024) pp. 137–155 | 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 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
• Ethnic equity, Mapudungun, and CLIL: A case study from southern Argentina
  Darío Luis Banegas | AILA 35:2 (2023) pp. 275–296 | Article
• ‘Knowing that’, ‘knowing why’ and ‘knowing how’: Aligning perspectives and assembling epistemes for a transdisciplinary analysis of questioning sequences in executive coaching. A research journey
  Eva-Maria Graf & Frédérick Dionne | AILA 34:1 (2021) pp. 57–78 | 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
• 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

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