Associate Professor Leonardo Veliz

Biography

Leonardo Veliz is an Associate Professor in Learning, Teaching and Inclusive Education at the University of New England, Australia. Leonardo is a qualified secondary school teacher with extensive experience in highly diverse contexts (UK, South America, Australia). Leonardo’s academic career spans over 15 years in Australia and overseas. Leonardo’s research and research interests sit broadly within the realms of teaching and learning, and include multilingual and multicultural education, culturally responsive pedagogies for EAL/D learners, multiple literacies in diverse contexts and initial (language) teacher education.

Qualifications

Cert. IV in TESOL, B.A., BEd (Secondary), M.A., Ph.D.

Teaching Areas

Inclusive Education

Teaching for Cultural Diversity

Planning and Assessment

Language, Literature and Literacy

Research Methods

TESOL – EAL/D

Research Supervision Experience

I have supervised Master’s and Ph.D. students in the following areas:

• Language Testing and Assessment
• Pre-service teachers’ preparedness to deliver culturally responsive pedagogies for EAL/D students
• Use of multimodality in language classrooms
• Differentiation of assessment in culturally and linguistically diverse classrooms
• Cross-border mobility and international students’ academic experiences
• Teachers’ intercultural competence

I am open to receive inquiries about research supervision in any of the above or other allied areas

Publications

Special Issue (Editor)

Veliz, L., Díaz, A., & Heinrichs, D. (Eds.) (forthcoming - 2023). Pluriversalising the teaching and learning of Spanish: Insights from research to praxis. Journal of Multilingual Education Research.

Books (Edited Volumes)

Veliz, L. (Ed.) (2022, forthcoming). Multiculturalism and Multilingualism in Education. Brill.

Veliz, L. (Ed.) (2022, forthcoming). Global perspectives on Multilingualism in Early Childhood Education. IGI Global.

Veliz, L. (Ed.) (2022, forthcoming). Transnational mobility in higher education: Perspectives from Australia. STAR Scholar Series.

Veliz, L., & Farias, M. (Eds.)(2023-2024, forthcoming). Multiple literacies in English language teacher education:  Perspectives and practices from Latin America. Springer.

Book Chapters and Journals

Veliz, L. (forthcoming). Multimodality as a ‘third space’ for EAL/D teaching: Early career teachers’ use and integration of technology in culturally and linguistically diverse classrooms. TESOL in Context  (Special Issue).

Veliz, L., & Boadu, G. (forthcoming). Parental perceptions and practices towards home language maintenance and development of early literacy of multilingual children. In L. Veliz. Global perspectives on Multilingualism in Early Childhood Education.

Payne, T., & Veliz, L. (forthcoming). (un)preparedness or misaligned expectactions?: Deliniation of ministry experience and professional practice of early career teachers in Christian educational contexts. TEACH Journal.

Veliz, L., & Hue, M. (in preparation). English as an additional language teachers’ interactive and reflexive positionings in implementing multiliteracies pedagogy.

Smith, S., & Veliz, L. (2022). A Clash of Paradigms: making sense of the educational journeys of Nepalese international students in unfamiliar territory. ACHEA Conference Proceedings.

Veliz, L. (2021). On the teachability of figurative language: teachers’ perceptions
of the role of metaphor in English language teaching in Chile. Colombian Journal of
Applied Linguistics., 23(2). https://doi.org/10.14483/22487085.17071

Veliz, L. (2021). Translanguaging as a pedagogy for equity, inclusion and social justice in a multilingual classroom. In R. Gordon and K. Ahmed (2021). Evolving Multicultural Education for Global Classrooms. IGI Global. http://doi:10.4018/978-1-7998-7649-6 (pp. 137-153)

Veliz, L., & Shokouhi, H. (2020). EAL Teachers’ (un)preparedness to implement classroom practice for multiliteracies pedagogy. In I. Liyanage and W. Tao (2020). Teacher Education & Multilingual Contexts​'- Multilingual Education Yearbook 2020. Springer.

Munoz, P., Veliz-Campos, M., & Veliz, L. (2020). Assessment in the English language classroom in Chile: Exploring the washback effect of traditional testing and Alternative assessment on seventh grade students. Paideia, 64.

Cardenas-Moncada, C., Veliz-Campos, M., & Veliz, L. (2020). Game-based student response systems: The impact Kahoot in a Chilean vocational Higher Education EFL classroom. CALL-EJ, 21(1), 64-78.

Contreras-Soto, A., Véliz-Campos, M., & Veliz, L. (2019). Portfolios as a Strategy to  Lower English Language Test Anxiety: The Case of Chile. International Journal of  Instruction, 12(1).

Walker-Janzen, W., Veliz-Campos, M., & Veliz, L. (2019). Academic journeys of socially disadvantaged students in Chile's more equitable pathways to university entry. Issues in Educational Research, 29, 1348-1368.

Veliz, L., & Véliz-Campos, M. (2019): A Socio-Semiotic Analysis
of Latino Migrants’ Metaphorical Conceptualizations of Language Learning. Journal of  Latinos and Education, DOI: 10.1080/15348431.2019.1630285

Farias, M., & Veliz, L. (2019). Multimodal texts in Chilean English teaching education:  views from educators and pre-service teachers’, Profile: Issues in Teachers’ Professional Development, 21(2), 13-27. https://doi.org/10.15446/profile.v21n2.75172.

Farias, M., & Veliz, L. (2019). Análisis de metáforas visuales y textuales de estudiantes  en formación inicial docente de pedagogía en inglés: aproximaciones a la identidad  docente. Documentos Lingüísticos y Literarios, 38,42-51.

Veliz, L., & Veliz-Campos, M. (2019): An interrogation of the role
of critical thinking in English language pedagogy in Chile. Teaching in Higher  Education, DOI:10.1080/13562517.2018.1456424

Veliz, L. (2018). A route to the teaching of polysemous lexicon: benefits from  cognitive linguistics and conceptual metaphor theory. International Journal of Applied  Linguistics and English Literature, 7(1), 211-217.

Veliz, L. (2016). Enhancing ESL learners’ vocabulary learning of metaphorically-used  words. Journal of Language Teaching and Research, 8(5), 835-846. DOI:  http://dx.doi.org/10.17507/jltr.0805.01

Farias, M., & Veliz, L. (2016). EFL students’ metaphorical conceptualizations of  language learning. Trabalhos em Linguistica Aplicada, 55(3).

Veliz, L. (2013). An inquiry into hidden meanings in text: EAL learners in search of  deep text meaning, FLLT 2013 Conference Proceedings,  http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/109.pdf

Veliz, L. (2011). A Research Student on a Bumpy Road. Showcase: A Snapshot of  Deakin University Higher Degree Student Research. Melbourne, Deakin University.

Veliz, L. (2010). Bringing Cognitive Linguistics into the ESL classroom. ACTA  Conference Proceedings, Melbourne, Victoria, Australia.

Memberships

International Association of Multilingualism

External Profiles

• Google Scholar Profile
• ORCid Profile