AILA Review - Volume 38, Issue 2, 2025

This study examines the influence of editorial policies on researchers’ language choices, especially in areas such as linguistics, where the choice of language is relevant and may be context-dependent, considering the hegemony of English in academic publications and the role of other ‘strong’ languages such as Spanish and Portuguese. Based on data from the Scimago Journal Ranking Index, the study compares the academic production in linguistics in Brazil and in Spain, the two most representative countries in terms of publications in Portuguese and Spanish, respectively, seeking to identify trends towards monolingualism in English, to the detriment of multilingualism with the use of other languages. Results of the bibliometric analysis suggest an increase in publications in English and is interpreted here as pressure to comply with international publication standards. Implications of this trend for global academic practices in general and towards English in particular, are discussed, especially in terms of equity, diversity and inclusion of knowledge production, dissemination and circulation focusing on issues of access, visibility and preservation of languages and cultures. The discussion brought to bear in the paper concludes that promoting multilingualism in the form of language diversity in the academia is necessary to guarantee a more equitable and inclusive society with ampler access to knowledge and academic publications.

The rise of English as an international language has led to the widespread implementation of English-medium education (EME) programs in higher education institutions around the world. Due to the relationship between EME and access to opportunities, knowledge and valuable capital it is unclear if the practice enables or hinders diversity, inclusion and equity. This study examines the beliefs, motivations and perceptions of 107 Spanish and Chinese EME students with an aim to shed light on the relationship between these variables and multilingual identity and context. The participants completed four questionnaires, and the results show significant effects for context as well as for multilingual identity. Participants who self-identify as multilinguals felt more confident, were more open-minded and enjoyed their EME classes more than those who did not. Regarding context, findings revealed that the Chinese students felt less confident, suffered from higher anxiety and perceive less use for English in both the present and future than the Spanish students. These findings suggest that empowering EME students to feel like multilingual users of English rather than learners of the language could have a positive impact on their EME experiences and long-term outcomes, as well as foster diversity, inclusion and equity in this context.

Translanguaging is an innovative pedagogical approach that embraces and leverages learners’ linguistic and cultural diversity to support learning. It has gained significant traction in multilingual education settings, especially in linguistically diverse contexts like India. This article explores the role of translanguaging in promoting Equity, Diversity, and Inclusion (EDI) in English Language Teaching (ELT) classrooms in Punjab, in alignment with India’s National Education Policy (NEP) 2020. Through a mixed-methods approach that includes 45 surveys and five interviews with teachers from various educational settings in Punjab, the study investigates how translanguaging practices are integrated into ELT, the challenges teachers face, and how these practices align with EDI principles. The paper examines whether and how translanguaging promotes linguistic equity and helps validate students’ cultural identities and feelings of inclusion. It illustrates the pedagogical challenges ELT teachers face, particularly in mixed-language and mixed-ability classrooms. The findings show that teachers often struggle with balancing students’ linguistic backgrounds while promoting proficiency in English, the language of instruction. The results also indicate that despite the NEP’s 2020 call for multilingualism in India, problematic issues related to teacher preparedness, classroom management, and resource limitations persist. This study makes an original contribution to the growing body of knowledge on translanguaging and EDI, suggesting that plurilingual competence offers valuable insights for inclusive educational practices. In light of the findings, it proposes that successful implementation will require addressing systemic challenges related to teacher training and educational policy alignment.

In 2015, the Brazilian Ministry of Education published a new set of requirements for Language Teacher Education programs (Resolution 2/2015), which included an increase in the number of minimum required hours of study and a larger number of hours for practicum classes. Since then, universities have reformed and/or redesigned their curricula to meet the new policy, based not only on the new requirements but also on current scholarship in Applied Linguistics and Literary Studies. However, there is little research on whether new curricula have addressed issues pertaining to equity, diversity, and inclusion (EDI), particularly to curricular and onto-epistemic justice, considering the extent of gender, racial, regional, and other inequalities in Brazil. In this article, we address this gap by investigating how EDI has (not) been included and contemplated/considered in the curricula of English undergraduate programs in three Brazilian public universities. Drawing on conceptualizations of decoloniality and social/curricular justice, we use collective autoethnography to analyze our own experiences as language educators working with such curricula, paying attention to the following dimensions: whether EDI has been incorporated in the overall conception of each program; whether there are classes that address notions pertaining to EDI; and how (or how else) we may find space for including EDI principles in each program. Our results show that EDI generally goes through a process of conceptual diluting in curricular discourses. Therefore, EDI initiatives often operate in curricular margins, through individualized initiatives, particularly in research and community service practices.

Switzerland is often praised for its multilingualism; however, this reputation conceals a complex paradox characterized by both pride in and apprehension towards multilingualism. This ambivalence arises from various unresolved contradictions, such as institutional and/or national language policies versus individual multilingualism (plurilingualism) and the distinction between local and foreign languages. This paper draws on the experience of plurilingual speakers in Switzerland reflecting on the ideologies affecting heritage speakers. The discussion emphasizes the importance of decolonizing scholarly knowledge through the explicit articulation of the locus of enunciation and the creation of spaces that empower marginalized voices and languages. The paper draws upon my research and locus of enunciation as a teacher in Swiss higher education, with a plurilingual, multi- and transcultural background, from a family with diverse migration experiences. Also, it draws upon selected reflections of my students and my memories as a former trained elementary school teacher and speaker of a non-prestigious heritage language crossing the linguistic borders in Switzerland. The discussion highlights the significant impact of early educational experiences on academic trajectories. The plurilingual speakers whose experience I draw upon have a migration background, grew up in Switzerland in homes where a language other than the local (majority and official) language is spoken. They attended monolingual schools and regularly confronted monolingual perspectives shaped by native speaker views, language hierarchies, and the entrenched concepts of monolingual habitus (Gogolin, 1994) and monolingual mindset (Clyne, 2008) within educational institutions. The analysis concludes that the Swiss educational system does not adequately address the specific needs nor fully appreciates the potential and linguistic repertoires of heritage speakers arguing that linguistic injustice stemming from monolingual perspectives in Switzerland can be addressed through the framework of Diversity, Equity, Inclusion, Accessibility, and Belonging (DEIAB).

Virtual Exchange (VE) refers to structured online collaborative learning between geographically and/or culturally diverse groups of students, aimed at fostering intercultural dialogue through digitally mediated project work. VE is a research-informed practice and serves as a valuable tool in advancing Internationalisation at Home (IaH) in Higher Education (HE), integrating intercultural dimensions into curricula, and expanding opportunities for global learning beyond physical mobility. However, despite its potential, we argue that VE is not inherently inclusive or equitable, as it is influenced by Western hegemonies and inequalities in access to technology, socio-economic and socio-political factors, and often also institutional constraints. Critical Virtual Exchange (CVE) has emerged in response to these concerns, focusing on addressing epistemic injustices, promoting inclusive participation, and aligning educational practices with global challenges, such as the United Nations’ Sustainable Development Goals (SDGs). CVE emphasises equitable access to technology, prioritises the needs of underrepresented students, and encourages the systematic integration of local contexts into global learning projects. CVE also advocates for translanguaging, thus promoting multilingualism and multimodal communication as essential components of intercultural exchanges. This article draws on Hauck’s CVE framework (Hauck, 2023; Hauck, 2025) and presents and interrogates the tenets of CVE. We use VE project examples from the Global South that “gesture towards” CVE involving HE institutions from Angola, Brazil, and Mexico to illustrate new opportunities in VE when focusing on equitable exchange student project work. Our predominantly conceptual contribution highlights the importance of VE project design that prioritises social justice, addresses power imbalances, and fosters socio-politically relevant intercultural dialogue, i.e., CVE, that can contribute to the decolonisation of HE in the shape of critical IaH.

Educators have underscored the synergy between language education and civic engagement due to the potential of enhancing students’ linguistic and cultural growth through participating in social action, which is where languages and communities converge (e.g., Palpacuer Lee et al., 2018). Virtual exchange can facilitate such engagement by reaching global communities. We present findings from a longitudinal intergenerational virtual civic engagement between intermediate-level undergraduate learners of German at a private research institution on the East Coast in the U.S. and older adults in Germany. Participants engaged with tandem partners via Zoom or WhatsApp. Particular focus is on three returning tandem partnerships. The exploratory study is part of a larger program (Fuchs, 2024) and situates itself within a sociocultural framework for telecollaboration (Dooly & O’Dowd, 2012). Both authors were participant-observers (Richards, 2003). Our research set out to explore the following questions: (1) How do university language students in returning tandem partnerships perceive their virtual civic engagements with older adults in Germany? (2) How do all students perceive the impact of their civic engagement on their academic experience in relation to the course? Qualitative data were coded by the authors using NVivo 12. Findings suggest that returning tandem partnerships can be particularly helpful, especially for lower-level students, as evidenced in students’ reflections on their perspective changes, comfort levels, and the overall impact of the intergenerational exchanges.

This paper reports on a study exploring students’ engagement with the project Virtual Exchange for English Language Teaching (VEELT). With the aim to provide insights into how we can better engage students, ensuring that future virtual exchanges are more inclusive, this paper focuses on the behavioural, cognitive, and affective engagement dimensions in an exchange utilising English as an International Language (EIL). VEELT involved 53 undergraduate and postgraduate students on English education courses in the UK, Mexico and Spain whose mother tongue was not English and who interacted both synchronously and asynchronously on topics relating to their ELT syllabus in their respective higher education (HE) institutions. The three distinctive features of this paper are: its focus on the three above mentioned engagement dimensions; the discussion relating to English as an International Language (EIL) in VEs and the involvement of students who were trained as e-mediators in Zoom breakout rooms in facilitating the VE task completion. Both qualitative and quantitative data were collected to analyse the impact of the VE on the students’ ELT learning journey and their levels of engagement with the VE. While the students’ evaluation of their VEELT experience was positive on the whole, a number of engagement and inclusion challenges were identified. Findings indicate that affective engagement is central to successful participation in VEs, and that strategies such as multilingual introductions, peer mediation, and co-created content can foster more inclusive and equitable learning experiences.