Leonardo Veliz

Lecturer in TESOL

Deakin University

Australia

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Dr. Leonardo Veliz is a Lecturer in TESOL at Deakin University, Australia. His research areas encompass the support of culturally and linguistically diverse learners, pedagogical strategies for early childhood educators, and critical analyses of English language teaching materials. Recent publications include studies on teacher wellbeing, EAL/D education, and the negotiation of gender diversity in language teaching contexts.

Articles (14)

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2025

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2025

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2024

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2024

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2024

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2024

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2023

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2023

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2023

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2023

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2022

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2021

Collaborators (3)

Julian Chen

Associate Professor

Curtin University

AUSTRALIA

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Somayeh Baakhlagh

Lecturer

University of New England

AUSTRALIA

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Adriana Biedroń

Pomeranian University

POLAND

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Leonardo Veliz

Research Interests

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Articles (14)

Early Childhood Educators’ Pedagogical Knowledge for Effective Practice in Culturally and Linguistically Diverse Contexts

To what extent do Australian universities offer dedicated units to prepare pre-service teachers to support EAL/D learners?

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

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

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

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

Malabarismo de identidades: Interpretando prácticas profesionales transnacionales en colegios chilenos

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

Editorial: Teaching EAL/D learners across the curriculum

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

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

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

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

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

Collaborators (3)

Julian Chen

Somayeh Baakhlagh

Adriana Biedroń

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