Zobrazeno 1 - 10
of 76
pro vyhledávání: '"Leonardo Veliz"'
Publikováno v:
Asian-Pacific Journal of Second and Foreign Language Education, Vol 9, Iss 1, Pp 1-25 (2024)
Abstract This research critically examines the multifaceted role of English as a foreign language (EFL) coursebooks beyond mere language learning objectives. Specifically, the study focuses on how these coursebooks often project universal cultural va
Externí odkaz:
https://doaj.org/article/e09b8812c54f409492aadd411b9dcd35
Autor:
Leonardo Veliz, Scott Smith
Publikováno v:
Colombian Applied Linguistics Journal, Vol 23, Iss 2, Pp 141-154 (2021)
This paper reports on a qualitative study that examined the perceptions of English teachers towards the ‘teachability’ of metaphorical language in Chilean EFL classrooms. The study aimed at gaining a better understanding of teachers’ perception
Externí odkaz:
https://doaj.org/article/11e274e08252446d950bb86456d4952e
Autor:
Leonardo Veliz
Publikováno v:
English Language Teaching Educational Journal, Vol 4, Iss 3 (2021)
The present study reports on the challenges of implementing an approach to critical thinking and critical reading in English language teaching (ELT) in Chile. Participants in this research are in-service teachers of English enrolled in a Master’s c
Externí odkaz:
https://doaj.org/article/bc13667e3b734992aea3648d3972046e
Autor:
Leonardo Veliz
Publikováno v:
TESOL in Context. 31:101-105
An EAL/D handbook: Teaching and learning across the curriculum when English is an additional language or dialect. Harper, H. & Feez, S. PETAA, 2020
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6701d7143e6cea148a93b570b17a4e3
https://doi.org/10.21153/tesol2022vol31no1art1673
https://doi.org/10.21153/tesol2022vol31no1art1673
Autor:
Leonardo Veliz, Mauricio Véliz-Campos
Publikováno v:
Journal of Latinos and Education. 21:142-156
The present study is aimed at unpacking Latino migrants’ metaphorical conceptualizations of their language learning trajectories as sites for construction and negotiation of their complex identitie...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5af06836eb8710f46aa36f6c4c04da73
https://doi.org/10.1080/15348431.2019.1630285
https://doi.org/10.1080/15348431.2019.1630285
Autor:
Leonardo Veliz, Miguel Farías
Publikováno v:
Profile Issues in Teachers' Professional Development, Vol 21, Iss 2, Pp 13-27 (2019)
Profile Issues in Teachers` Professional Development, Volume: 21, Issue: 2, Pages: 13-27, Published: DEC 2019
Profile Issues in Teachers` Professional Development, Volume: 21, Issue: 2, Pages: 13-27, Published: DEC 2019
Drawing on 10 pedagogical standards issued by the Chilean Ministry of Education, three dealing with multimodality, we, in this research, examined English language pre-service teachers’ and educators’ approaches to the use of multimodal texts. Dat
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1733f648f89eac27e01cbc34c144056b
https://revistas.unal.edu.co/index.php/profile/article/view/75172
https://revistas.unal.edu.co/index.php/profile/article/view/75172
Publikováno v:
Paideia. Revista de Educación. :97-118
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0f8e2264f2c446cb28ef094fde12a244
https://doi.org/10.29393/pa64-4apm30004
https://doi.org/10.29393/pa64-4apm30004
Publikováno v:
International Journal of Instruction. 12:181-198
Language tests are widely used in education as the primary mode of assessing students’ learning. These, however, more often than not, generate high levels of anxiety in students, which, in turn, obscures the observed learning behaviours. The presen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d90cbf4d6104d743555e55c1cfc51895
https://doi.org/10.29333/iji.2019.12112a
https://doi.org/10.29333/iji.2019.12112a
Autor:
Leonardo Veliz
Despite the superdiversity of an increasingly multicultural and multilingual world, policy and practice in education continues to deal with issues of inclusion and diversity in language education in rather tangential and peripheral ways. To address c
This edited volume challenges the hegemonic values and practices that have shaped the contemporary state of English language education in Chile, offering a space for a transformative vision that prioritises pedagogical practices grounded in (g)locali