The goal of the Solidarity Award Fund (SAF) is to raise an endowment fund to support scholars to attend AILA meetings (held every three years). These awards are for scholars whose papers are accepted for presentation at the conference, but who are from parts of the world where economies make it difficult, if not prohibitive, for them to travel to the conference. These individuals are the future of our profession and will be the leaders in Applied Linguistics in their countries. The goal of $50,000 for this fundraising campaign would provide funds for this purpose.

Solidarity Award Committee

The Solidarity Award Committee has as its purpose to administer the selection of awardees for each World Congress. The committee is chaired by the Vice President, its members are two members of the International Committee (IC). One of them is the IC representative from the upcoming AILA World Congress host country.



Awardees 2023


Award for online and sustainable participation

Compagnoni Ilaria: Virtual Reality in hybrid language learning as a tool to foster positive interdependence: an investigation on students of Italian as a Foreign Language.
Cursino Carla: Narratives of the self: autobiographical literary writing as a way to understand identity reconstructions of crisis migrants 
Dominguez Amanda: Decolonizing the Curriculum through Community-Engaged Partnerships 
Du Yunpeng: Becoming ‘critical’ citizens: language, Chinese social media, and the making of political positionings 
Estefogo Francisco: [SYMP72] The social vulnerability of the youth: Multimedia agencies in the rescue of contemporary (post)pandemic exile
Fernandez S. Carina: Interdisciplinarity as a means for inclusion/ La interdisciplinariedad como medio para la inclusión 
Figueiredo Alex: “Do you date man and woman!?”: Sociability and their normative bases in the lives of LGBTQIA+ people among their relatives. 
Ge Nannan: Representing cultures in locally developed language textbooks: A comparative analysis of German textbooks in China, Japan and Korea 
Gülbeyaz Esin Isil: Written language development of Turkish-German bilingual students –  A comparison between bilingual and monolingual settings 
Jiménez-Gaspar Amelia:  The role of internal and external factors for code-mixing: A study of early multilingualism in Germany with special reference to Catalan as a heritage language 
Kouraichi Bochra: Enhancing Students’ Motivation in the EFL Classroom using the ARCS model: Tunisian Undergraduate Students 
Nawaser Kamal: Towards conceptualizing ‘demographic agency’ in language maintenance scholarship: The case of family language policy in Arabic-Persian bilingual families in Iran 
Ntiranyibagira Constantin: L’évolution du paysage linguistique burundais. Analyse de la complexité statutaire du kirundi 
Ojong Rachel: Naturalistic Data Collection in Rural Cameroon: Challenges and Ethical Issues 
Peña Dix Beatriz: El individuo intercultural: aprendizajes dinámicos desde la pedagogía crítica intercultural y la autorreflexión 
Playsted Skye: Professional learning about teaching pronunciation: Inclusive practitioner research in the context of beginner-level adult English language teaching in Australia 
Rahman Tania: Agency in the teaching of English language in higher education in Bangladesh: A justification for multilingual TESOL in Bangladeshi higher education 
Tavella Gabriela N.: Interdisciplinarity as a means for inclusion/ La interdisciplinariedad como medio para la inclusión 
Tian Jingxuan: An Investigation of Linguistic Features of Fluency by English Speakers with Different Proficiency Levels 
Wang Sixuan: When the linguistic market meets the tea business: language attitudes, ideologies and linguistic entrepreneurship in the Blang community in China 
Yang Hongmei: Upward Mobility in Tourism and on TikTok: Problematizing the Revitalization of Ethnic Bai Language and Culture in China 

Travel award

Ai Disi: “Why, as Mongol, am I unable to use my mother language to master another foreign language but need to rely on Mandarin (L2)?”: A case study of translanguaging in ethnic multilingualism 
Amorim Gabriel: A Digital Shift: The Use of New Technologies for Language (Teacher) Education in Brazil 
Belabbas Souhila: Language policing inside and outside the home: Children of Kabyle immigrants in the UK 
Borràs Judith:  The Role of English as a Lingua Franca in Intercultural Competence Development 
Co Elisa: Decolonizing English Language Teaching (ELT) through Virtual Exchange (VE) 
Coachman Erika: Decolonial English Language Teaching: Tackling Race-Making through Critical Literacies 
Despagne Colette: Adapting monolithic educational structures to diverse learners: Beyond fitting square pegs into round holes  / Adapting monolithic educational structures to diverse learners: Beyond fitting square pegs into round holes 
Dringó-Horváth Ida: Using Dictionaries in Teaching (and Learning) English as a Foreign Language – a Longitudinal Research Project 
Fan Qin: Discursive value creation: sustainable fashion in Shanghai’s high-end market 
Favoretti Serafim Valeska: Transgressive English language teaching practices in a Brazilian public school: active methodologies through the lenses of Socio-Cultural-Historical Theory (SCHT) 
Floyd Rachel:  A critical and multiliteracies-based pedagogical approach to project-based learning in the second language classroom 
Garrett Melissa: Investigating the application of strength-based practices for students with exceptionalities to promote inclusion and belonging in the second language learning context / French as a Second Language Teacher Candidates and the Construction of a Professional Identity 
Gong Eleanor Yue: “You need to leave in order to come back”: Navigating English speakerhood and making global neoliberal subjectivity in contemporary China 
Hämäläinen Mirja: Ethical dialogue and well-being for sustainable development: Practicing Bohmian dialogue in ELF on a university English course 
Hamm-Rodriguez Molly: Disrupting Commodified Language in Tourism Economies: PAR and Social Justice in the Dominican Republic 
Hildeblando Junior Carlos Alberto: Decolonizing English Language Teaching (ELT) through Virtual Exchange (VE) 
Hoskins Amanda: Narratives in a problem-based speaking task: Key features to build upon for the development of L2 interactional competence 
Hossain Tania: English Language Education Policy in Bangladesh-Policy, Ideology and Inequality / Linguistics Minority Rights in Bangladesh 
Kast Cliff: Promoting viewpoint diversity and critical thinking through literary text-based discussion 
Kourkouli Katerina:  Discussion forum discourse for effective professional development in online communities of practice 
Kretzer Michael: Minority language usage for health crisis communication: Examples from Western Cape (South Africa) and Pennsylvania (USA)  / The Heterogeneity of Language Policies and Its Related Health Crisis Communication About COVID-19 in Lesotho and South Africa  / Educational Decolonisation and Decolonising Education? Recent developments of Language Policies in selected countries of the SADC-region 
Leena Aniqa: Investigating the impact of The Enduring Principles of Learning on multilingual pupils’ language and literacy development 
Maseko Busani: Blurring the binaries of home/school in family language policy: Parents as teachers in heritage language lessons 
Mello Melanie: Exploratorische Praxis? Challenges and Opportunities in Translating Practitioner Research into Languages Other than English 
Mingdan Wu: The fatigue of being researched: how to move on with the politics of vulnerability in ethnography? 
Nguyen Giang: Replicating a qualitative study in Applied Linguistics – insights and lessons learned 
Nguyen Minh Nghia: A multilingual’s use of gesture, gaze, and verbal elements for full class participation / “The past isn’t even past”: Re-historicizing the Discourses about the Vietnam War 
Nguyen Vinh: Replicating a qualitative study in Applied Linguistics – insights and lessons learned 
Pairon Jacqueline: Musique et enseignement des langues 
Paradowski Michał B.: Pedagogical translanguaging – not always an equitable contribution to diversity  / Pedagogical translanguaging in heteroglossic L2 classrooms – not always socially just  / Predictors and successors of L2 grit in online and face-to-face language classes 
Pattemore Matthew: Language learning game mechanics and their implications for pedagogical use of games in the classroom 
Raza Kashif:  Towards a political economy of immigrant languages for social justice: A case study of South-Asian immigrants in Alberta 
Rilliard Marylise: Promoting Diversity, Inclusion, and Critical Language Awareness Through the Sociolinguistic Exploration of L2 Identities in French 
Shirdel Mahnaz: A Dialectical Approach to Intercultural Communication in Virtual Exchange 
Shoecraft Kelly: “Mon école bilingue”: Effects of children reflecting on their bilingual education and emerging plurilingual identities. 
Silva Daniel: A public staircase for Marielle Franco: Memory, montage and spectrality in a semiotic landscape 
Silva Elias: Brazilian Current Language Policy: Excluding Brazilian Minorities Languages 
Sultana Shaila: EMI in the neoliberal private higher education of Bangladesh: Fragmented learning opportunities 
Tekin Burak S.: Accounting for the failures in video game playing activities 
Tompkins Leah: CLIL students’ perceptions on subject learning through L1 and L2: the role of strand intensity and SES / Comparing CLIL teachers’ and students’ content and language assessment criteria 
Wainwright Jodi: Age is an issue of mind over matter, if you don’t mind, it doesn’t matter. 
Wu Xinran: Tracking the multilingual identity construction of Japanese learners in Chinese public high schools: a multiple case study 
Yilmaz Tuba: Integration and Equity in Two-Way Bilingual Education Programs