- 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
- 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
- Toward language education as a practice of relational justice
Anita Lie | AILA 39:2 (2026) pp. 353–359 | 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
- 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
- Virtual Exchange for English Language Teaching (VEELT): Engagement and inclusion challenges
Yu-Hua Chen, Sofia Di Sarno-García, Marina Orsini-Jones & Karina Guadalupe Díaz Pedroza | AILA 38:2 (2025) pp. 324–352 | 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
- 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
- Introduction: How to learn to teach multilingual learning
Eva Vetter & Nikolay Slavkov | AILA 35:1 (2022) pp. 1–11 | introduction
- 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
- New challenges for CLIL research: Identifying (in)equity issues
Ana Llinares & Russell Cross | AILA 35:2 (2023) pp. 169–179 | editorial
- 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
- 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
- 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
- Looking beyond the local: Equity as a global concern in Early Language Learning
Janet Enever | AILA 32:1 (2020) pp. 10–35 | 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
- 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
- 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
- Critical thinking in reflective sessions and in online interactions
Maria Antonieta Alba Celani & Heloisa Collins | AILA 18:1 (2006) pp. 41–57 | Article
- 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
- Diversity, equity, and inclusion (DEI) of CLIL pedagogy and globalisation in Japan
Shigeru Sasajima & Barry Kavanagh | Published online 12 November 2024 | Article
- When do teachers gesture? Conditions affecting gesture production in video-mediated lexical explanations
Benjamin Holt | Published online 18 May 2026 | Article