Leonardo Veliz

Leonardo Veliz is an Associate Professor in Learning, Teaching and Inclusive Education at the University of New England (UNE), Australia, affiliated with the School of Education within the Faculty of Humanities, Arts, Social Sciences and Education. He holds the administrative role of Head of Department – Curriculum and has over 15 years of academic experience across international contexts including the UK, South America, and Australia.

His educational background includes a Cert. IV in TESOL, B.A., BEd (Secondary), M.A., and Ph.D. He teaches in key areas such as Inclusive Education, Teaching for Cultural Diversity, Planning and Assessment, Language and Literacy, and TESOL.

Leonardo's research focuses on multilingual and multicultural education, with emphasis on culturally responsive pedagogies for EAL/D learners, multiliteracies, translanguaging, and initial language teacher education. His work bridges theory and practice in diverse educational settings.

The 15 most recent publications demonstrate a consistent focus on equity, inclusion, and innovation in language education. His research spans teacher preparedness, assessment practices, multimodality, metaphor in teaching, and the academic experiences of international and migrant students. Key trends include the use of translanguaging for social justice, technology integration in EAL/D classrooms, and critical analysis of assessment and pedagogy in Chilean and transnational contexts.

He has supervised Master’s and Ph.D. students in areas including language assessment, teacher readiness, multimodality, differentiated assessment, and intercultural competence. While no formal scientific awards are listed, his extensive editorial work—including forthcoming edited volumes with Brill, IGI Global, Springer, and special issues—reflects significant scholarly contribution and leadership.

Leonardo is actively engaged in research and supervision, with no indication of retirement or part-time status. He is a member of the International Association of Multilingualism and maintains scholarly profiles on Google Scholar and ORCID. His work continues to influence inclusive and equitable practices in multilingual education globally.