Leonardo Veliz (0000-0003-2489-7484)

Personal information

Biography

I am experienced secondary school teacher and teacher educator who has been working in higher education for over 15 years. As an academic, I have been researching a variety of issues relating to initial teacher education, second language teacher education, teacher identity, multilingualism, multiculturalism, international education, academic trajectories of international students, cross-border mobility and issues to do with language and migration. My research has been published in reputable journals, edited volumes, and presented at national and international conferences.

Activities

Collapse all

Universidad Andrés Bello Facultad de Humanidades y Ciencias Sociales: Santiago, CL

Higher Degree by Research Supervisor (TEFL Department)

Employment

Leonardo Veliz

https://orcid.org/0000-0003-2489-7484

Personal information

Emails & domains

Verified email domains

Websites & social links

Other IDs

Biography

Activities

Employment (4)

Universidad Andrés Bello Facultad de Humanidades y Ciencias Sociales: Santiago, CL

Excelsia College: Sydney, New South Wales, AU

Deakin University: Burwood, Victoria, AU

University of New England: NSW, NSW, AU

Education and qualifications (3)

Deakin University - Melbourne Burwood Campus: Burwood, VIC, AU

Universidad de Santiago de Chile: Santiago de Chile, Metropolitana, CL

Universidad Católica Silva Henríquez: Santiago, Metropolitana, CL

Professional activities (3)

International Association of Multilingualism: Tralee, Ireland, IE

Early Childhood Australia Inc: Fyshwick, ACT, AU

Australian Teacher Education Association: Brisbane, QLD, AU

Works (50 of 58)

Critiquing the Teaching and Learning of English in Chile: Challenges and Opportunities for Transformative Practice

Defying Deficit Views of Literacy through RefugeeCrit and Multicultural Literacies

Malabarismo de identidades: Interpretando prácticas profesionales transnacionales en colegios chilenos

Mapping the territory of literacies pedagogies in the Global South

Recognizing Indigenous Knowledges: The Imperative of Decolonization in Higher Education in Chile

Insights into longevity and the professional lifespan of early and mid-to-late career teachers: perspectives of teacher wellbeing

Reimagining Literacies Pedagogy in the Twenty-first Century: Theorizing and Enacting Multiple Literacies for English Language Learners

Pedagogies of Multiliteracies for Learner Agency through English Language Teachers' Interactive and Reflexive Positionings

On the effects of L2 aptitude, phonological short-term memory, and L2 motivation on L2 listening performance

Multiculturalism and Multilingualism in Education: Implications for Curriculum, Teacher Preparation and Pedagogical Practice

Multilingual and Multicultural Education: from Policy to Pedagogical Practice

Exploring Discursive Positionings and Negotiations of Gender Diversity in English Language Teaching Through the Lens of Critical Pedagogy

Unpacking EFL Learners’ Agency at the Intersection of Global Citizenship and Marginalization of Local Identities Through a Multiliteracies Approach

On the portrayal of indigenous peoples in English language teaching coursebooks used in Chile: a critical visual literacy/socio‑semiotic study

Plurilingual Experiences in Family and Education in Regional Australia: A Synthesis from Three Perspectives

Introduction to the Special Issue: Pluriversalizing the Teaching and Learning of Spanish

It Is Not Weird Pedagogy, It Is Queer! Unpacking Assumptions, Beliefs, and Attitudes Toward LGBTQ+ in an English Language Classroom in Chile

Problematising Intersectionality, Allyship, and Queer Pedagogy in TESOL Down Under: A Trio-ethnographic Approach

Critical perspectives on research with children: reflexivity, methodology, and researcher identity

Opportunities for developing intercultural competence during COVID-19: A case study of international students in Australia

Editorial: Teaching EAL/D learners across the curriculum

Editorial: Teaching EAL/D learners across the curriculum

School leadership attitudes towards EAL/D students and their commitment to professional learning for diverse contexts

School leadership attitudes towards EAL/D students and their commitment to professional learning for diverse contexts

Trans-Disciplinary Interpretations of Formation in Christian Higher Education: Navigating Academic Diversity, Cultural Pluralism, and Locating Identity for the Questing Student

Harper, H. & Feez, S. (2020). An EAL/D handbook: Teaching and learning across the curriculum when English is an additional language or dialect. PETAA.

Supporting multilingualism: What parents think and what we should do as a community

Foreign Language Anxiety in Online and In-person Learning Environments: A Case from Chile

Navigating New Horizons: Inaugural Words from the Editor-in-Chief

A Socio-Semiotic Analysis of Latino Migrants’ Metaphorical Conceptualizations of Language Learning

Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom

In-service teachers' challenges to implementing an approach to critical thinking and critical reading in Chile

On the Teachability of Figurative Language

On the Teachability of Figurative Language: Teachers' Perceptions of the Role of Metaphor in English Language Teaching in Chile

International Students' Perceptions of and Attitudes towards their Chinese Accented English in Academic Contexts

International Students' Perceptions of and Attitudes towards their Chinese Accented English in Academic Contexts

International Students’ Perceptions of and Attitudes towards their Chinese Accented English in Academic Contexts

EAL Teachers’ (Un)Preparedness to Implement Classroom Practice for Multiliteracies Pedagogy

Game-Based Student Response Systems: The Impact of Kahoot in a Chilean Vocational Higher Education EFL Classroom

Game-Based Student Response Systems: The Impact of Kahoot in a Chilean Vocational Higher Education EFL Classroom

Academic journeys of socially disadvantaged students in Chile's more equitable pathways to university entry

Analysis of Visual and Textual Metaphors of Pre-service Teachers at an English TeacherEducation Program: Towards an Understanding of Teacher Identity

Academic journeys of socially disadvantaged students in Chile's more equitable pathways to university entry

Multimodal Texts in Chilean English Teaching Education: Experiences From Educators and Pre-Service Teachers

ASSESSMENT IN THE ENGLISH LANGUAGE CLASSROOM IN CHILE: EXPLORING THE WASHBACK EFFECT OF TRADITIONAL TESTING AND ALTERNATIVE ASSESSMENT ON SEVENTH GRADE STUDENTS

Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile

An interrogation of the role of critical thinking in English language pedagogy in Chile

Análisis de metáforas visuales y textuales de estudiantes en formación inicial docente de pedagogía en inglés: aproximaciones a la identidad docente

Corrective Feedback in Second Language Classrooms

A Route to the Teaching of Polysemous Lexicon: Benefits from Cognitive Linguistics and Conceptual Metaphor Theory

Peer review (4 reviews for 2 publications/grants)