PhD (La Trobe), MEd, Dip Ed, BA.
Membership of professional associations
VicTESOL (Vice-President, 2015 - current); Australian Council of TESOL Associations; Applied Linguistics Association of Australia; American Association of Applied Linguistics
Area of study
- Additional language pronunciation
- Teaching English to Speakers of Other Languages (TESOL)
EDU4ILT Introduction to Language Teaching (Subject Coordinator)
EDU5DAS Discourse Analysis: Spoken and Written Language in Use
EDU5DLL Designing Language Learning Experiences (Subject Coordinator)
EDU5DLP Designing Language Learning Programs
EDU5SLL Second Language Literacies
EDU5FFE Forms and Functions of Language in Education (Subject Coordinator)
EDU5SGT Sociolinguistics in Language Teaching
EDU5BLE Bilingualism and Language Education
EDU4IDC Interdisciplinary Curriculum (Subject Coordinator)
EDU4OL1/2 TESOL Secondary Curriculum (Subject Coordinator)
EDU4LA1/2 Languages Secondary Curriculum (Subject Coordinator)
Macdonald, S. (in review). Pronunciation instruction with a view of the speakers as well as their speaking. CATESOL Journal.
Robertson, M., Macdonald, S., Starks, D., & Nicholas, H. (2018). Enabling change in EFL teachers’ ideologies about grammar and grammar teaching through alternative pedagogies. System. 72(February 2018): 75-84. https://doi.org/10.1016/j.system.2017.11.002
Macdonald, S. (2015). Review of Brown, A. (2014). Pronunciation and phonetics. A practical guide for English language teachers. Journal of Second Language Pronunciation, 1(2), 279-281. doi:10.1075/jslp.1.2.07mac
Macdonald, S. (2015). “The tutor never asked me questions”: Pronunciation and student positioning at university. Journal of Academic Language and Learning, 9(1). Special issue: New directions in pronunciation theory and practice, A31–A41.
Macdonald, S., Schneider, B., & Kett, G. (2013). Scenarios for collaboration: idiosyncratic and ad hoc. Journal of Academic Language and Learning, 7(2). Special Issue: Proceedings of the 11th Biennial Conference of the Association for Academic Language and Learning, A11–A19.
Starks, D., Nicholas, H., & Macdonald, S. (2012). Structured reflective communication as a meta-genre in teacher education: creative uses of critique in a teacher education program. Australian Journal of Teacher Education, 37(3), 99–111. doi: http://dx.doi.org/10.14221/ajte.2012v37n3.8
Nicholas, H., Starks, D, & Macdonald, S. (2011). Relating ‘knowing’ and ‘doing’ in language teacher professional learning: an in-service teacher workshop for language teachers. TESOL in Context, 21(1), 23–39.
Macdonald, S. (2002). Pronunciation – views and practices of reluctant teachers. Prospect: Journal of Australian TESOL, 17(3), 3–18.
Project title: Writing in an additional language in higher education settings. Joint project between University of Konstanz, Germany, Victoria University and La Trobe University, Australia. Funded by DAAD Deutscher Akademischer Austauschdienst. Australia-Germany Joint Research Cooperation Scheme 2017.