Dr Skye Playsted
Teaching Associate (Level B)
School of Education
Researcher biography
I am a part-time teaching associate and lecturer in the School of Education and coordinate undergraduate and postgraduate courses in teacher development, languages, literacy and Arts education. My research explores professional learning and classroom-based research,with a particular focus on English pronunciation teaching and literacy development. I have also taught in Queensland primary and high schools, academic English programs and federally-funded adult migrant English teaching programs.
Book Chapters
Playsted, Skye and Thomas, Damon P. (2026). “I Look at It Differently Now, but Differently in a Good Way”: Developing Dispositions for Teaching Pronunciation Through a Research-Practice Partnership in Australian Adult Migrant Education. New Language Learning and Teaching Environments. (pp. 289-315) Cham: Springer Nature Switzerland. doi: 10.1007/978-3-032-17518-2_12
Playsted, Skye (2023). They have lessons to teach me: critical reflection and autoethography in an Australian adult migrant English program. The Routledge international handbook of autoethnography in educational research. (pp. 317-325) edited by Emilio A. Anteliz, Deborah L. Mulligan and Patrick Alan Danaher. London, United Kingdom: Routledge. doi: 10.4324/b23046-31
Journal Articles
Malessa, Eva, Playsted, Skye, Kempster, Jemima Rillera and Grinden, Live (2026). Gatekeeping and gate-opening: ethical and reflexive research with LESLLA stakeholders: a response to “Why should I care? Research ethics in the field of adult L2 literacy”. Dutch Journal of Applied Linguistics, 15 l24695, 1-9. doi: 10.51751/dujal24695
Playsted, Skye and Thomas, Damon P. (2025). Language teachers regaining a sense of praxis in pronunciation teaching and learning through Exploratory Practice as professional learning in Australia. System, 136 103876, 103876. doi: 10.1016/j.system.2025.103876
Playsted, Skye (2025). Planning with a model text to integrate speaking and listening into English language lessons. English Australia Journal, 41 (2), 49-55. doi: 10.61504/ruxs5092
Playsted, Skye, Thomas, Damon P. and Wilkinson, Jane (2024). Exploratory practice puzzling as praxis-oriented pronunciation teacher learning in Australian adult migrant EAL education. Language Teaching Research. doi: 10.1177/13621688241304648
Playsted, Skye (2024). Book review of Guskaroska, A., Zawadzki, Z., Levis, J., Challis, K., Prikazchikov, M. (2024). Teaching pronunciation with confidence. Iowa State University. TESOL in Context, 33 (1), 100-103. doi: 10.21153/tesol2024vol33no1art2072
Creagh, Sue, Playsted, Skye, Hogan, Anna, Choi, Tae-Hee and Lingard, Bob (2023). Commercialisation in Australian public education and its implications for the delivery of English as an Additional Language/Dialect: an EAL/D teacher perspective. TESOL in Context, 32 (1), 131-159. doi: 10.21153/tesol2023vol32no1art1814
Playsted, Skye and Burri, Michael (2021). The vowel matrix: Enhancing literacy development through an innovative approach to teaching pronunciation.. English Australia Journal, 37 (2), 32-44.
Playsted, Skye (2021). Review of: Zhongfeng Tian, Laila Aghai, Peter Sayer & Jamie L. Schissel (eds.), Envisioning TESOL through a translanguaging lens: Global perspectives. English Australia Journal, 37 (1), 92-95.
Playsted, Skye (2021). Encouraging critical thinking through a dialogic teaching approach in the beginner-level English language classroom. . Humanising Language Teaching, 23 (1).
Baker, Sally, Ramsay, Georgina, Rose, Megan, Wendt, Anja, Playsted, Skye, Williams, Simon, Xavier, Ana, Bose, Priyanka, Yang, Angela, Takans, Bianca, Coskun, Neriman, Azordegan, Jen, Fox, Alison, Bare, Abikadir, Comerford, Donna, Willette, Sarah, Pennycuick, Alex, Miller, Emily, Bellemore, Phillipa, Bailey, Taleah, Ahmad, Maria and Olliff, Louise (2020). People from refugee and asylum seeking backgrounds: an open access annotated bibliography. Refugee Education Special Interest Group.
Playsted, Skye, Burri, Michael and Acton, William (2020). Warming up and activating mind, body and emotions in pronunciation instruction. TESOLANZ Journal, 28, 49-55.
Playsted, Skye A. (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. doi: 10.30466/IJLTR.2019.120735
Playsted, Skye (2018). Review of Refugee background students transitioning into higher education: navigating complex spaces. Tesol in Context, 27 (2). doi: 10.21153/tesol2018vol27no2art830
Conference Paper
Playsted, Skye, Fortier, Véronique and Beaulieu, Suzie (2025). Classroom-based Research in LESLLA Contexts: Methodological Challenges and Affordances. LESLLA 20th Anniversary Symposium, Online, 19 October 2024. Geneva, Switzerland: LESLLA. doi: 10.5281/zenodo.17154361
Thesis
Playsted, Skye (2026). Learning to teach pronunciation: An Exploratory Practice study in an Australian adult migrant English program. PhD Thesis, School of Education, The University of Queensland. doi: 10.14264/8a73dea