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My teaching background
I am an educator with over 20 years of teaching experience. I have taught in primary and high schools, in federally-funded adult migrant English teaching programs, and I currently teach at the University of Queensland, Australia. I have also worked with some wonderful volunteer English teachers and assistants at a community-based refugee support organisation. I am inspired every week by the people I work with, both students and teachers. Teaching is a giving job, and this is evident in the work that community volunteer groups do, and have done, for many years.
I’m currently researching professional learning with teachers of beginner adult English as an additional language learners. I regularly deliver teacher professional development and research seminars, and am involved in facilitating meetings for postgraduate student and early career researcher communities of practice. Additionally, I write, review and edit pedagogical papers, and work casually as a university academic tutor, course design and research assistant. And I still enjoy the great privilege of being offered opportunities to teach casually in school and community classrooms! As a researcher and teacher educator, I believe my strengths lie in my ability to draw on a broad range of teaching experiences across different sectors of education, and in my ability to network and collaborate effectively with academics nationally and internationally.
My work and writing
Peer-reviewed Journal Articles
Playsted, S., Burri, M., & Acton, W. (2020). Warming up and activating mind, body and emotions in pronunciation instruction. TESOLANZ Journal, 28, 49-55.
Playsted, S. (2019). Reflective practice to guide teacher learning: A practitioner’s journey with beginner adult English language learners. Iranian Journal of Language Teaching Research, 7(3), 37-52.
Playsted, S. (2022). They have lessons to teach me: Exploring critical reflection and autoethnography in an Australian adult migrant English program. In E. Anteliz, D. Mulligan & P. Danaher (Eds.), The Routledge international handbook of autoethnography in educational research. Routledge.
Teaching and Learning
Playsted, S. & Kelly, C. (2021). For the love of teaching (and love of your students). Mind Brain Education Think Tanks+, 7(10), 13-18.
Playsted, S. (2021). The unique language of a child with learning difficulties. Mind Brain Education Think Tanks+, 7(6), 39-43.
Playsted, S. (2021). Memories are made of this. Mind Brain Education Think Tanks+, 7(4), 23.
Playsted, S. (2021). Encouraging critical thinking through a dialogic teaching approach in the beginner-level English language classroom. Humanising Language Teaching, 23(1), 1-10.
Playsted, S. (2021). Teacher-to-student connections: The social rewards. Mind Brain Education Think Tanks+, 7(2), 15-17.
Playsted, S. (2020). Mezirow moments: The value of conferences for a mother returning to study. Mind Brain Education Think Tanks+, 6(4), 11-14.
Playsted, S. (2020). Learning to dance: Experiences that changed us. Mind Brain Education Think Tanks+, 6(1), 9-14.
Playsted, S. (2019). [Issue introduction] On the neuroscience of language and the brain dictionary. Mind Brain Education Think Tanks+, 5(11), 1-2.
Playsted, S. (2019) Culture in the classroom: Learning and teaching in culturally diverse classrooms. Mind Brain Education Think Tanks+, 5(8), 12-17.
Playsted, S. (2019) Scaffolding feedback for longer term knowledge retention. Mind Brain Education Think Tanks+, 5(1), 42-43.
Playsted, S. (2018) Finding their voice: Singing and teaching with refugees in Australia. Mind Brain Education Think Tanks+, 4(12), 9-14.
Playsted, S. (2021). [Review of the book Envisioning TESOL through a translanguaging lens: Global perspectives, edited by Z. Tian, L. Aghai, P. Sayer & J. Schissel, Eds.]. English Australia Journal, 37(1), 92-95.
Playsted, S. (2019). [Review of the book Culture myths: Applying second language research to classroom teaching, by Andrea DeCapua]. Mind Brain Education Think Tanks+, 5(4), 26-29.
Playsted, S. (2018). [Review of the book Refugee background students transitioning into higher education: Navigating complex spaces, by L. Naidoo, J. Wilkinson, M. Adoniou & K. Langat]. TESOL in Context, 27(2), 71-74.
Playsted, S. (2020). Contributor to S. Baker, People from refugee and asylum seeking backgrounds: An open access annotated bibliography (3rd Edition).
Playsted, S. (2019). Contributor to S. Baker, People from refugee and asylum seeking backgrounds: An open access annotated bibliography (2nd Edition).
Playsted, S. (2018) Report from ACTA Conference 2018. QATESOL News, December 2018.
Playsted, S. (2021). Talk for learning: Integrating dialogic teaching principles in the beginner-level adult English language classroom. Professional development webinar for QATESOL.
Playsted, S., Eacersall. D., & Bartlett, C. (2021). How it started…how it’s going: Reflections on a first-year doctoral journey. Presentation and discussion for the 13th 2021 meeting of the USQ Postgraduate and Early Career Researcher Group.
Playsted, S. (2021). Dialogic teaching: Encouraging confidence and critical thinking in the beginner-level EAL classroom. Presentation for LESLLA April Coffee Break.
Playsted, S. (2020). Building confidence: Teaching speaking and listening skills to beginner-level English language learners. Professional development webinar for QATESOL.
Playsted, S. (2020). Online environments and the future of social science research. Online presentation and discussion for 8th 2020 meeting of the USQ Postgraduate and Early Career Researcher Group.
Playsted, S. (2020). Intercultural communication in the adult EAL classroom: Concepts and classroom practice. Professional development webinar for VicTESOL Creative pedagogies for teaching adult EAL learners.
Playsted, S. (2021). Does my story represent or re-present? The value of learning to write autoethnographyto engage with critical reflection as a doctoral student. Presentation for 28th University of Southern Queensland Postgraduate and Early Career Researcher Group research symposium.
Playsted, S. & Rillera Kempster, J. (2021). Adjusting our lenses to focus on critical reflection: Sharing perspectives from Australia. Presentation for 17th Annual LESLLA Virtual Symposium.
Playsted, S. (2021). The vowel matrix: Enhancing literacy development through an innovative approach to teaching pronunciation. Presentation for 2021 ACTA International Conference, Brisbane.
Playsted, S. (accepted). Making vowels matter: An innovative approach to pronunciation teaching with preliterate adult English language learners. Conference presentation for CLESOL 2021, Auckland, New Zealand.
Playsted, S. (2019, September/October). Reflective practice to guide teacher learning: A practitioner’s journey with beginner adult English language learners. Professional development presentation for Adult Migrant English Program teachers, TAFE Queensland.
Playsted, S. (2019). Sharing perspectives on intercultural communication. Workshop presented at QATESOL Regional Mini-conference, Toowoomba, Qld.
Playsted, S. (2018). Pronunciation teaching with adult refugee learners: Learning skills as we sing. Teaching tip presented at 3rd Pronunciation Symposium, Wollongong, NSW.
Playsted, S. (2018). Towards a more dialogic approach with a class of young adult refugee-background learners. Paper presented at ALAA Conference, Wollongong, NSW.
Discussion co-host, 17th Annual LESLLA Virtual Symposium.
Volunteer Student Mentor, University of Queensland Academics for Refugees Chapter.
Panelist, English for Adult Migrants – Future Directions, ACTA webinar.
Reviewer, TESOL International, TESOL Awards Program applications.
Chairing member, University of Southern Queensland Postgraduate and Early Career Researcher Meetings
Peer reviewer, Journal of Research and Innovation in Language
Peer reviewer, Reading & Writing
Management committee member, QATESOL
Member ACTA Adult ESL working party
Editorial team member, JALT Mind Brain Ed SIG Think Tank+ Bulletin
Volunteer 3rd Pronunciation Symposium & ALAA Conference (2018)
Volunteer English teacher, Toowoomba Refugee and Migrant Services (2017-2019)
Australian Government Research Training Program Scholarship (2020-2024). Commonwealth funding to offset tuition fees and receive a stipend to undertake doctoral studies.
University of Wollongong. School of Education Outstanding Achievement in Postgraduate Studies (Coursework) Award (2020).
Current Professional Memberships
Literacy Education and Second Language Learning for Adults, Applied Linguistics Association of Australia, QATESOL, Refugee Education Special Interest Group, International TESOL Union, JALT Mind Brain Ed SIG.