LCT Publications – Page 4 – Legitimation Code Theory

Dankenbring, C. A. (PhD, 2021) Legitimation Code Theory as an Analytical Tool for Examining Discourse Within Integrated STEM Education, Purdue University.

Pilcher, N., & Richards, K. (2021) Using ‘Interculturality’to Increase the Value of ELT in Academic Contexts, in Interculturality and the English Language Classroom (pp. 263–282). Palgrave Macmillan: Cham.

Shi, D. (2021) Multimodality and Classroom Languaging Dynamics: An Ecosocial Semiotic Perspective in Asian Contexts. Routledge.

See publisher website.

Dong, A., & MacDonald, E. (2017). From observations to insights: The hilly road to value creation, in Christensen, B. T., Ball, L. J. & Halskov, K. (eds) Analysing design thinking: Studies of cross-cultural co-creation (pp. 465–481). CRC Press.

Bratland, E., & El Ghami, M. (2021) The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education, Education Research International.

Wennås Brante, E., & Walldén, R. (2021) “Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information, Education Inquiry: 1-2. DOI: 10.1080/20004508.2021.1950273

Boughey, C. & McKenna, S. (2021) “Dominant discourses, policy challenges”, in Understanding Higher Education: Alternate Perspectives (pp. 23–52). South Africa: African Minds.

Boughey, C. & McKenna, S. (2021) “Reconceptualising curriculum, structuring access”, in Understanding Higher Education: Alternate Perspectives (pp. 82–117). South Africa: African Minds.

Cornell, A. & Padayachee, K. (2021) Revealing shifts from mastery of knowledge to problem solving in assessments of a tertiary physics programme, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 111–126.

Moosa, M. & Langsford, D. (2021) “I haven’t had the fun that is portrayed”: First-year student expectations and experiences of starting at university, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 127–145.

Langsford, D. (2021) Coping in complex, changing classroom contexts: An investigation of the bases of pre-service teachers’ pedagogic reasoning, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 54–68.

Jackson, G. (2021) Harry Potter and the Critical gaze: Autonomy pathways in literary response writing, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 69–85.

Rusznyak, L. & Bertram, C. (2021) Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 34–53.

Rusznyak, L. & Bertram, C. (2021) Conceptualising work-integrated learning to support pre-service teachers’ pedagogic reasoning, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 34–53.

Rusznyak, L., Hlatshwayo, M. N., Fataar, A., & Blackie, M. (2021) Knowledge-building and knowers in educational practices, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 1–12.

Cutrera, G. E., Massa, M. B. & Stipcich, S. (2021) Nominalización en Procesos de Condensación de Significados en la Enseñanza de Solución Saturada: un estudio de caso en una escuela secundaria, Ciência & Educação (Bauru), 27: https://doi.org/10.1590/1516-731320210028

Braz de Carvalho, M. & Galian, C. V. A. (2021) The National Common Core Curriculum in Brazil: the power of knowledge linked to music, International Studies in Sociology of Education: 1–23. DOI: 10.1080/09620214.2021.1953396

Llinares, A. & Nashaat-Sobhy, N. (2021) What is an ecosystem? Defining science in primary school CLIL contexts, Language Teaching for Young Learners, 3 (2): 337– 362.

See publisher's page here.

Dube, S. (2021) The Decoloniality of being Political Studies/Science: Legitimising a(nother) way of being, Critical Studies in Teaching and Learning (CriSTaL), 9 (1): 58–77.

Tilakaratna, N. & Szenes, E. (2020) (Un)critical reflection: Uncovering hidden disciplinary values in social work and business reflective writing assignments, in Winberg, C., McKenna, S. Wilmot, K. (eds), Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory, Routledge (pp. 105–125).

Szenes, E. (2021) Neo-Nazi environmentalism: The linguistic construction of ecofascism in a Nordic Resistance Movement manifesto, Journal for Deradicalization, (27): 146–192.

Tweed, B. (2021) The doing of curriculum mathematics: the case of an Indigenous Māori school in Aotearoa/New Zealand, British Journal of Sociology of Education, DOI: 10.1080/01425692.2021.1941764

Chinaka, T. W. (2021) Introducing the second law of thermodynamics using Legitimation Code Theory among first year chemistry students, Cypriot Journal of Educational Science, 16(3): 981–994. DOI: 10.18844/cjes.v16i3.5772

Tang, B. 2020. The Specialization Codes and the Semantic Resources for the Formation of Coding Orientations, in Lai, L. T., Yan, M. & Wang, G. (eds) Educational Linguistics Studies (Second Volume), Shanghai: East China Normal University Press (pp. 80-98).

Paul, Y. (Mphil, 2021) A Conceptual Developmental Framework for the First year Biokinetics Practical Programme, Haaga-Helia, Finland.

Dai, Y. & Wu, Z. (2021) Developing multimodal communicative competence: Insights from “semantic gravity” and the Knowledge Process framework, System, DOI: https://doi.org/10.1016/j.system.2021.102561

Westerlund, R. & Besser, S. (2021) Reconsidering Calkins’ Process Writing Pedagogy for Multilingual Learners: Units of Study in a Fourth Grade Classroom, WCER Working Paper No. 2021-4

Narodien-Fataar, N. (2021) Exploring lecturers’ engagement with the institutional programmes at a university of technology, in Ralarala, M. K., Naidoo, R. & Hassan, S. L. (eds) Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education. African Sun Media.

Hassan, S. L. (2021) Traversing autonomy pathways within the scholarship of teaching and learning with context as a departure point, in Ralarala, M. K., Naidoo, R. & Hassan, S. L. (eds) Knowledge Beyond Colour Lines: Towards Repurposing Knowledge Generation in South African Higher Education. African Sun Media.

Walldén, R. & Nygård Larsson, P. (2021) Negotiating figurative language from literary texts: second-language instruction as dual literacy practice, L1-Educational Studies in Language and Literature, 21, 1–30.

Cowley-Haselden, S. (2021) Using learner diaries to explore learner relations to knowledge on an English for General Academic Purposes pre-sessional, Journal of Academic Language & Learning, 14 (1): 15–29.

Pessoa, S., Mitchell, T. D., Gomez-Laich, M. P. (2021) Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit, Journal of Management Education, 00 (0): 1–26.

Pott, R. W. M. & Nortjé, S. (2021) The use of student question-posing in reactor design to encourage an open-ended approach to learning, European Journal of Engineering Education, DOI: 10.1080/03043797.2021.1923662

Del-Bosque-Trevino, J., Hough, J. & Purver, M. (2020) Investigating the Semantic Wave in Tutorial Dialogues: An Annotation Scheme and Corpus Study on Analogy Components, 24th Workshop on Semantics and Pragmatics of Dialogue (SEMDIAL / WatchDial), July

Brisk, M. E. & Scheleppegrell, M. J. (eds) (2021) Language in Action: SFL Theory across Contexts, US: Equinox.

See book here.

Carroll, C. (2021) A field divided: How Legitimation Code Theory reveals problems impacting the growth of school music education, in R. Wright, G. Johansen, P. A. Kanellopoulos & P. Schmidt (eds) The Routledge Handbook to Sociology of Music Education (pp. 196–208), London: Routledge.

Oteiza, T., Castro, C. & Pinuer, C. (2021) Graduating political crisis and violence in the discourse of history: The role of Spanish suffixes, Discourse Studies, 00 (0): 1–28.

Ncube, K. (PhD, 2020) In Marketing, it’s either you have it or you don’t: A study of knowledge and knowers legitimated in the Marketing diploma curriculum in South Africa, Rhodes University, South Africa.

Lowe, D., Goldfinch, T., Kadi, A., Willey, K. & Wilkinson, T.(2021) Engineering graduates professional formation: the connection between activity types and professional competencies, European Journal of Engineering Education, DOI: 10.1080/03043797.2021.1901074

Cutrera, G., Massa, M. & Stipcich, S. (2021). Conceptualización y gravedad semántica en la construcción de explicaciones científicas en un aula de fisicoquímica. Un estudio de caso, Góndola, enseñanza y aprendizaje de las ciencias, 16(1): 115–127. DOI: 10.14483/23464712.15534 [Spanish language]

McPhail, G. & McNeill, J. (2021) Some direction: towards a C21 secondary school curriculum, Music Education Research, DOI: 10.1080/14613808.2021.1904232

Österling, L. (2021) inVisible Theory in Pre-Service Mathematics Teachers’ Practicum Tasks, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2021.1897874

Meyer, W. (Mphil, 2021) A critical reflection on my integrated literacy pedagogy based on Reading to Learn, LCT (Semantics) and LCT (Autonomy) (and its effects on student writing), University of Cape Town, South Africa.

Fisilla, I. A. & Gunawan, W. (2021) Analysis of semantic density in legal documents, English Language and Literature International Conference (ELLiC), 4: 258–266.

Vernon, Esther K. L. F. (2021) Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography, The Curriculum Journal, 00: 1–26.

Sandoval, R. I., Navarro-Rangel, Y. & González, J. M. (2021) Semantic profiling: A tool for analyzing knowledge–building in virtual learning environments, 7 (19): 132–147.

Verdis, A., Kokkotas, S. & Dorli, L. (2021) The Use of Narrative Resources in a Career Career-counselling Course, Higher Education Studies, 11 (1): 183–190. DOI: 10.5539/ hes.v11n1p183

Hassan, S. L. (2020) Problem-based learning training and implementation: An analysis using Semantics in Legitimation Code Theory, Perspectives in Education, 38 (2): 186–200. DOI: 10.18820/2519593X/pie.v38.i2.12

Tang, K-S., Tan, A-L. & Mortimer, E. F. (2021) The Multi-timescale, Multi-modal and Multi-perspectival Aspects of Classroom Discourse Analysis in Science Education, Research in Science Education. DOI: https://doi.org/10.1007/s11165-020-09983-1

Evans, R., Moses, J. & Nathans-Kelly, T. M. (2020) Developing best practices for teaching scientific documentation: Toward a better understand of how lab notebooks contribute to knowledge-building in engineering design and experimentation, ASEE 2020. DOI: 10.18260/1-2–34426

Carver, M. (PhD, 2020) African music, knowledge, and curriculum: applying Bernsteinian and Legitimation Code Theory to South African music curricula, Faculty of Humanities, University of the Witswatersrand

Wilmot, K. (2020) Building knowledge with theory: Unpacking complexity in doctoral writing, Critical Studies in Teaching and Learning, 8 (2): 18–38.

Monbec, L., Tilakaratna, N., Brooke, M., Lau, S. T., Chan, Y. S. & Wu, V. (2020) Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework, Assessment & Evaluation in Higher Education. DOI: https://doi.org/10.1080/02602938.2020.1855414

Neupane Bastola,M. & Hu, G. (2021) “Commenting on your work is a waste of time only!”: An appraisal-based study of evaluative language in supervisory feedback, Studies in Educational Evaluation, 68. DOI: https://doi.org/10.1016/j.stueduc.2020.100962

Jackson, G. (2021) Axiological constellations in literary response writing: Critical SFL praxis in an ELA classroom, Language and Education. DOI: https://doi.org/10.1080/09500782.2020.1856132

Jackson-2021-Axiological-constellations-in-literary-response-writing-Critical-SFL-praxis-in-an-ELA-classroomDownload

Arbuckle, K. (2020) Between a Formalist Rock and a Contextually Hard Place: The Gaps and Tensions Challenging Visual Arts Curricula in South African Higher Education, Critical Arts, 34 (5): 139–152.

Pountney, R. (2019) Seeing and framing mentoring through the lens of knowledge practices CollectivEd Working Papers, Carnegie School of Education, 7: 45–51.

Jackson, G. (PhD, 2020) Knowledge and Values in Literary Response Writing: Critical praxis in an ELA classroom, PhD thesis, The University of Georgia, United States.

Maton, K. (2021) Animating science: Activating the affordances of multimedia in teaching, in Maton, K., Martin, J.R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Ouyang, Q. & Yu, Y. & Fu, A. (2020). Building disciplinary knowledge through multimodal presentation: A case study on China’s first interpreting Massive Online Open Course (MOOC), Babel: 1–19. DOI: 10.1075/babel.00176.ouy.

Cornell, A. S. & Padayachee, K. (2020) Re-visioning the postgraduate preparation of theoretical physicists: An autoethnographic account using the Specialisation dimension of Legitimation Code Theory. arXiv preprint arXiv:2010.07666.

Chang, J-C. (2016) Drawing on Bernstein’s work and Legitimation Code Theory to analyze suitable curriculum framework of vocational education system for disadvantaged students, International Journal of Applied Business And Economic Research, 14 (5): 2783–2795.

Maton, K., Cuiying, L., Zhao, W. & Zhang, D (2020) Seeing the world differently, Educational Linguistic Studies, 2: 36–49.

Hudson, L., Engel-Hills, P. & Winberg, C. (2020) The potential of a simulated workplace environment for emergency remote teaching, International Journal of Work – Integrated Learning, 21 (5): 559–772.

Martin, J. L. (2012) The jazz is strong in this one: Presentation and positioning of knowers in performance student texts, in J. Knox (Ed.) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress (pp. 3–8)

Martin, J. L. (PhD, 2013). On Notes and Knowers: The representation, evaluation and legitimation of jazz, PhD thesis, University of Adelaide, Australia.

Muir, T. & Solli, K. (2019) The unreal and the real: English for Research Purposes in Norway, in Corcoran, J. N, Englander, K, Muresan, L-M (eds) Pedagogies and Policies for Publishing Research in English: Local Initiatives Supporting International Scholars. New York: Routledge.

Boryczko, M. (2020) Critical thinking in social work education. A case study of knowledge practices in students’ reflective writings using semantic gravity profiling, Social Work Education. DOI: 10.1080/02615479.2020.1836143

Fagan, D. (PhD, 2020) Using ICTs as a Pedagogical Resource to Facilitate Epistemological Access in Science with Teacher Education Students, PhD thesis, University of the Western Cape, South Africa.

Bowen, N. E. J. A. & Thomas, N. (2020) Manipulating texture and cohesion in academic writing: A keystroke logging study, Journal of Second Language Writing, 50.

Xie, M. (2020) Enabling students’ knowledge building in English classrooms in China: The role of teacher monologue, Text & Talk. https://doi.org/10.1515/text-2019-0126

Doran, Y. J. (2020) Multimodal knowledge: Using language, mathematics and images in physics, in K. Maton, J. R. Martin and Y. J. Doran (eds) Teaching Science: Language, Knowledge, Pedagogy. London: Routledge

Lipovsky, C. (2020) Shaping learning for young audiences: A comparative case study of children’s texts from two Parisian museums, Visitor Studies, 23 (2): 237–265.

Doran, Y. (2020) Cultivating values: Knower-building in the humanities, Estudios de Lingüística Aplicada, 169–198.

Maton, K. (2021) Targeting science: Successfully integrating mathematics into science teaching, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Bardien, M. (MPhil, 2020) Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university, MPhil thesis, University of Cape Town, South Africa.

Monbec, L. (PhD, 2019) Transfer from English for Academic Purposes to Disciplinary Modules, PhD thesis, The Open University.

Maton, K. & Doran, Y. J. (i2021) Constellating science: How relations among ideas help build knowledge, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Langsford, D. (PhD, 2020) ‘Those who can think, teach’: The pedagogical reasoning of pre-service teachers from different initial teacher education pathways, PhD thesis, University of the Witwatersrand, South Africa.

Curzon, P., Waite, J., Maton, K. & Donohue, J. (2020) Using semantic waves to analyse the effectiveness of unplugged computing activities, WiPSCE – The 15th Workshop in Primary and Secondary Computing Education, Online Conference, Oct.

Lo, Y. L., Lin, A. M. Y. & Liu, Y. (2020) Exploring content and language co-construction in CLIL with semantic waves, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1810203

Hartnett, L. & McNamara, M. (2020) Using the semantic wave to support intellectual disability nursing students to apply theory and evidence in practice, Learning Disability Practice. 23(6): 40–44, DOI: 10.7748/ldp.2020.e2101

Hartnett, L. & McNamara, M. (2020) Using the semantic wave to support intellectual disability nursing students to apply theory and evidence in practice, Learning Disability Practice. 23(6): 40–44, DOI: 10.7748/ldp.2020.e2101 Hartnett, L. & McNamara, M. (2020) Using the semantic wave to support intellectual disability nursing students to apply theory and evidence in practice, Learning...

Nagy, N. (2020) Addressing controversy: Changing pre-service teachers’ gazes through an exhibition visit, Journal of Museum Education, 45(3): 273–287.

Amundrud, T., Inako, A. & Edsall, D. (2020) Looking at knowledge and knowers through Legitimation Code Theory (LCT): An Interview with Professor Karl Maton, The Language Teacher, 44 (5): 19–21.

Harman, H., Buxton, C. Cardozo-Gaibisso, L. Jiang, L. & Bui, K. (2020) Culturally sustaining systemic functional linguistics praxis in science classrooms, Language and Education. DOI: 10.1080/09500782.2020.1782425

Monbec, L. (2020) Scaffolding content in an online Content and Language Integrated Learning (CLIL) module, International Journal of TESOL Studies, 2 (2). 157–173.

Lin, Y-J. & Wan, D. (2020) How complex or abstract are science learning outcomes? A novel coding scheme based on semantic density and gravity, Research in Science Education. DOI: https://doi.org/10.1007/s11165-020-09955-5

Cranwell, P. & Whiteside, K. (2020) Investigation into the semantic density and semantic gravity wave profile of teachers when discussing electrophilic aromatic substitution (SEAr), Journal of Chemical Education. DOI: https://doi.org/10.1021/acs.jchemed.0c00571

Brooke, M. (2020) ‘Feminist’ in the sociology of sport: An analysis using Legitimation Code Theory and corpus linguistics, Ampersand, 7.

Aris, S. (PhD, 2020) Understanding school choice: what parents prioritise in high schools, PhD thesis, University of Sydney, Australia.

Wyszynska Johansson, M. (2020) Tracing the moving target in Didaktik of vocational classroom instruction, Journal of Curriculum Studies, DOI: 10.1080/00220272.2020.1795270

Doorsamy, W. & Bokoro, P. (2019) On the use of Semantics for curriculum development of new Engineering Technology Programme, IEEE AFRICON, July.

Karlsson, A. M. (2020) SFL och socialsemiotik: Verktyg eller holistisk teoriram?, Globe: A Journal of Language, Culture and Communication, 10: 10–29.

Van Heerden, M. (2020) How do written comments feed-forward? A translation device for developing tutors’ feedback-giving literacy, Journal Innovations in Education and Teaching International. DOI: 10.1080/14703297.2020.1788411

Cowley-Haselden, S. (2020) Using learner diaries to explore learner relations to knowledge on an English for General Academic Purposes pre-sessional, Journal of Academic Language & Learning, 14 (1): 15–29.

Lizel, H. (PhD, 2020) Teaching and learning threshold concepts in radiation physics for professional practice, Faculty of Health and Wellness Sciences, PhD thesis, Cape Peninsula University of Technology, South Africa.

De Lange, M., Winberg, C. & Dippenaar, H. (2020) Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension, Reading & Writing 11(1): a260. https://doi.org/ 10.4102/rw.v11i1.260