• 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
• 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
• 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
• Investigating reactivity in L2 listener verbal reports
  Michael Yeldham & Rainbow Tsai-Hung Chen | AILA 38:1 (2025) p. 66 | Article
• Equity, diversity and inclusion in academic production and dissemination in languages other than English: Possibility or wishful thinking?
  Cláudio França & Kyria Finardi | AILA 38:2 (2025) pp. 130–159 | 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
• 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
• 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
• English in the internationalization of higher education and international student mobility
  Kenichiro Kurusu, Chisato Oda, Mikhail Alic C. Go, Di Wu, Kevin Brandon Saure & Sakshi Narang | AILA 37:1 (2024) pp. 120–136 | Article
• Chinglish as border languaging
  Qian Du & Jerry Won Lee | AILA 37:1 (2024) pp. 137–155 | Article
• Qualitative research on language learning strategies and self-regulation
  Nathan Thomas, Jason Schneider & Sihan Zhou | AILA 37:2 (2024) pp. 177–187 | introduction
• 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
• 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
• 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
• Teaching during COVID-19: Social justice and Spanish heritage language learners
  Clara Burgo | AILA 36:1 (2023) pp. 1–13 | Article
• EFL teachers’ awareness of dyslexia: The case of Iranian context
  Musa Nushi & Mitra Eshraghi | AILA 36:1 (2023) pp. 14–37 | 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
• The development of EFL students’ speech fluency: A phase transition investigation based on a complex dynamic systems perspective
  Dony Marzuki | AILA 36:1 (2023) pp. 112–133 | 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
• 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
• 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 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
• Multilingualism, translanguaging and transknowledging: Translation technology in EMI higher education
  Kathleen Heugh, Mei French, Vandana Arya, Min Pham, Vincenza Tudini, Necia Billinghurst, Neil Tippett, Li-Ching Chang, Julie Nichols & Jeanne-Marie Viljoen | AILA 35:1 (2022) p. 89 | 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
• 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
• Mobile apps as language-learning tools: Challenges, problems and solutions of specialised lexicography
  Silga Sviķe | AILA 34:1 (2021) pp. 19–36 | Article
• Transdisciplinarity in Japanese business communication: New directions for collaboration between professors and professionals
  Misa Fujio | AILA 34:1 (2021) p. 79 | 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
• Naming rights sponsorship in Europe: Fan reactions to stadium renamings in the Premier League, Bundesliga and Ligue 1
  Cornelia Gerhardt, Ben Clarke & Justin Lecarpentier | AILA 34:2 (2022) pp. 212–239 | 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
• Can metacognition bring in the ingredients requisite for L2 listening success?
  Çağrı Tuğrul Mart | AILA 34:2 (2022) pp. 262–273 | Article
• The evolution of football live text commentaries: A corpus linguistic case study on genre change
  Simon Meier-Vieracker | AILA 34:2 (2022) pp. 274–299 | 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
• Linguistic recycling: The process of quoting in increasingly mediatized settings
  Lauri Haapanen & Daniel Perrin | AILA 33: (2020) pp. 1–20 | introduction
• The invisible supporters: Writing for reuse
  Eva-Maria Jakobs & Claas Digmayer | AILA 33: (2020) pp. 21–46 | Article
• Linguistic recycling and its relationship to academic conflict: An analysis of authors’ responses to direct quotation
  Sally Burgess & Pedro Martín-Martín | AILA 33: (2020) pp. 47–66 | Article
• Recycling a genre for news automation: The production of Valtteri the Election Bot
  Lauri Haapanen & Leo Leppänen | AILA 33: (2020) pp. 67–85 | Article
• Narrative analysis applied to text production: Investigating the processes of quoting in the making of a broadcast news story
  Gilles Merminod | AILA 33: (2020) pp. 104–119 | Article
• Reuse in STEM research writing: Rhetorical and practical considerations and challenges
  Chris M. Anson, Susanne Hall, Michael Pemberton & Cary Moskovitz | AILA 33: (2020) pp. 120–135 | Article
• Reporting quotable yet untranslatable speech: Observations of shifting practices by Japanese newspapers from Obama to Trump
  Kayo Matsushita | AILA 33: (2020) pp. 157–175 | Article
• Visuo-material performances: 'Literalized’ quotations in prime minister’s questions
  Elisabeth Reber | AILA 33: (2020) pp. 176–203 | Article
• More than recycled snippets of news: Quote cards as recontextualized discourse on social media
  Daniel Pfurtscheller | AILA 33: (2020) pp. 204–226 | Article
• Looking beyond the local: Equity as a global concern in Early Language Learning
  Janet Enever | AILA 32:1 (2020) pp. 10–35 | Article
• Cultural threads in three primary schools: Introducing a critical cosmopolitan frame
  Patricia Driscoll & Adrian Holliday | AILA 32:1 (2020) pp. 64–90 | 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
• 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
• The language of numbers: Transdisciplinary action research and financial communication
  Marlies Whitehouse | AILA 31:1 (2019) p. 81 | 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
• The chronotopes of authenticity: Designing the Tujia heritage in China
  Xuan Wang & Sjaak Kroon | AILA 30:1 (2018) pp. 72–95 | 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
• On the relationality of centers, peripheries and interactional regimes: Translanguaging in a community interpreting event
  Mike Baynham & Jolana Hanušová | AILA 30:1 (2018) pp. 144–166 | Article
• Multilingualism as utopia: Fashioning non-racial selves
  Christopher Stroud & Quentin Williams | AILA 30:1 (2018) pp. 167–188 | Article
• Semiotic work: Applied Linguistics and a social semiotic account of Multimodality
  Gunther Kress | AILA 28:1 (2015) pp. 49–71 | Article
• The politics of English, language and uptake: The case of international academic journal article reviews
  Theresa Lillis & Mary Jane Curry | AILA 28:1 (2015) pp. 127–150 | Article
• Metaphorical competence in EFL: Where are we and where should we be going? A view from the language classroom
  Fiona MacArthur | AILA 23:1 (2010) pp. 155–173 | Article
• The non-Anglophone scholar on the periphery of scholarly publication
  John Flowerdew | AILA 20:1 (2008) pp. 14–27 | Article
• Perspectives in applied linguistics: A North American view
  William Grabe | AILA 17:1 (2005) pp. 105–132 | 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
• 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 digital spaces: Extending frontiers in Applied Linguistics commentary
  Marta González-Lloret | Published online 20 October 2026 | introduction
• Challenges and affordances in the assessment of digital multimodal composing: A systematic review
  Yingxue Liu & Fei Victor Lim | Article
• Digital spaces and language learning: Process, creativity, criticality, and power
  Christoph A. Hafner | Published online 20 October 2026 | article commentary
• Impact of parental beliefs and involvement on children’s English learning achievements in Hong Kong
  Barry Bai, Wenjuan Guo & Rui (Eric) Yuan | Article
• Unraveling the psychological impact of spatial cybertext environments on speech intent: Insights from social media platforms
  R Kunjana Rahardi, Wahyudi Rahmat, Refa Lina Tiawati & Yuliana Setyaningsih | Published online 13 June 2024 | 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
• Using AI to expand the “Toolbox” for EAP writing instruction: Student experiences and perceptions of ChatGPT’s instructional potential
  Kris Van de Poel & Jessica Gasiorek | Published online 31 October 2024 | Article
• Language and subject anxieties in EMI classrooms in Macau: A translanguaging perspective
  Xinyi Zhang & Xiaoling Jin | Article

Search again