• A native from Barranco in Lima Peru, Carlos Martin Vélez Salas received his Bachelor’s in Spanish and English Education from the Universidad Nacional Mayor de San Marcos of Lima, his M.A. in Spanish from Michigan State University, and his Ph.D. in Culture, Literacy and Language from the University of Texas at San Antonio with a specialization in critical discourse studies. 

    At Trinity University, he has taught intensive beginning and intermediate Spanish language and culture, and advanced composition courses.  Before joining Trinity University, he held academic positions teaching undergraduate/graduate level courses in English as a Second Language, Bilingual Education, and Spanish Literature, Spanish American Literature, and Spanish American Culture, and Introduction to Literary Studies in Kentucky and Texas. Interweaving this previous academic journey with theory and practice from critical applied linguistics, performance and theater studies, Chicano/a, Latino/a studies as well as epistemologies of the south frameworks, at Trinity he continues to carve out collaborative transformative classroom and beyond-the classroom spaces for the teaching and learning of Spanishes among his students and colleagues.  

    Vélez Salas has presented his work on ethnic labels, the use of performance in the teaching of Spanish, and autohistorias on U.S. Spanish in Kentucky and Texas in national and international conferences in Peru and Mexico. He has co-written articles on linguistic diversity, Spanish language contact in San Antonio, and the use of Hispanic and Latino in U.S. educational discourses. In his professional contributions, he has been a Reader at AP Spanish Language and Culture Examination in the last six years.

    • Ph.D. in Culture, Literacy, and Language, University of Texas at San Antonio
    • M.A. in Spanish, Michigan State University
    • B.Ed. in Spanish and English Education, Universidad Nacional Mayor de San Marcos, Lima, Perú, 


    • Teaching Certificate/Licensure in Education, English/Spanish Secondary School Teaching: Teaching Credential. Universidad Nacional Mayor de San Marcos, Lima, Perú
    • Texas Teaching Certificate, Spanish (EC-12)

    Refereed Book Chapters

    • Vélez Salas, C. M., Treviño Schouten, B. T., Cárdenas, N. L., & Bayley, R., (2015). Puerto Rican Spanish in San Antonio, Texas: The case of null pronouns. In M. Picone & C. E. Davies (Eds.), New Perspectives on language variety in the South: Historical and contemporary approaches, 696-713. Tuscaloosa: University of Alabama Press.
    • Bayley, R., Cárdenas, N., Treviño Schouten, B. and Vélez Salas, C.M. (2012). Spanish Dialect Contact in San Antonio, Texas: An Exploratory Study. Selected Proceedings of the 14th Hispanic Linguistics Symposium, ed. Kimberly Geeslin and Manuel Díaz-Campos, 48-60. Somerville, MA: Cascadilla Proceedings Project. Available online at:  http://www.lingref.com/cpp/hls/14/paper2655.pdf
    • Vélez, C. M. (2010) Adult Continuing Education. In Handbook of Latinos and Education: Theory, Research, and Practice, Murillo, E. et al (Eds). pp. 537-543. New York: Routledge. 
    • Vélez, C. M., and Collard, J. (2009) A critical discourse analysis of the meanings of Hispanic and Latino in the United States. In Leadership and Intercultural Dynamics, J. Collard and Nomore, P (Eds). pp. 149-169. Charlotte, NC: Information Age Publishing. 

    Refereed Journal Articles

    • Vélez Salas, C. M. et al (2005). Preservice Teachers’Attitudes Toward Language Diversity in South Texas. Teacher Education & Practice, 18 (3), 297-314.
    • Research on the effects of theater/performance frameworks in the teaching and learning of Spanish/English at the U.S. post-secondary level;
    • Life stories of the academic and non-academic identities among Spanish/English bilinguals
    • Transdisciplinary research on critical translingual and performative pedagogies drawn from community-high schools and university partnerships in the U.S.