LCT Publications – Page 5 – Legitimation Code Theory

Nofemela, R. & Winberg, C. (2020) The relevance of Kaizen-based work-readiness training for South African University of Technology student, The Journal for Transdisciplinary Research in Southern Africa, 16 (1).

Hung, W. T. (PhD, 2019) Hitting the street: The legitimation of ‘street art’ in visual arts education in New Zealand, PhD thesis, The University of Auckland, New Zealand.

Cowley-Haselden, S. (2020) Building knowledge to ease troublesomeness: Affording theory knowledgeability through academic reading circles, Journal of University Teaching & Learning Practice, 17(2).

Jackson, F. M. (PhD, 2019) Mapping the pedagogic practice of grade ten English teachers: a qualitative multi-lensed study, PhD thesis, University of Kwazulu-Natal, South Africa.

Nofemela, F. (PhD, 2019) The effect of Kaizen-based training on the work-readiness of graduates from South African universities of technology, PhD thesis, Cape Peninsula University of Technology, South Africa.

Stead, R., Dimitrova, R., Pourgoura, A., Roberts, S. & West, S. (2020) Building knowledge and learning communities using LEGO® in Nursing, in K. Gravett, N. Yakovchuk & I. M. Kinchin (eds) Enhancing Student-Centred Teaching in Higher Education (pp. 77–112), UK: Palgrave Macmillan.

Svensson, B. (2020) The construction of semantic waves of knowledge-building: High school students’ natural science writing, HERMES – Journal of Language and Communication in Business, 59 (1): 139–152.

Oteiza, T. (2020) Language resources to negotiate official and alternative memories of human rights violations in Chile: A study on classroom interactions, Historical Encounters, 7(2): 26–49.

Matthews, B. (2018) The role of reflexive thought in the achievement of intercultural competence, Intercultural Education. DOI: 10.1080/14675986.2020.1728093

Tann, K. & Scott, A. (2020) Bridging disciplinary knowledge: the challenge of integrating EAP in business education, Higher Education. DOI: https://doi.org/10.1007/s10734-020-00551-0

Walton, J. (PhD, 2020) Making the Grade: Theorising musical performance assessment, PhD thesis, Griffith University, Australia.

Wiefling, F. (2020) Interpretación de la metáfora gramatical en ensayos académicos de antropología de 1890 y 1990, III Encuentro Iberoamericano de Retórica, Buenos Aires. [Spanish language]

Howard, K. (2020) Knowledge practices: Changing perceptions and pedagogies in choral music education, International Journal of Research in Choral Singing, 8: 2–21.

Chen, R., Bennett, S., & Maton, K. (2007) The online acculturation of Chinese student ‘sojourners’, in C. Montgomerie & J. Seale (eds) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007. Chesapeake, VA: AACE, 2744–2752.

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G. & Maton, K. (2010) Sociology: Themes and perspectives. Fourth Edition. Sydney, Pearson.

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2014) Sociology: Themes and perspectives. Fifth Edition. Sydney, Pearson.

Maton, K. (in press, 2020) [Knowledge and Knowers: Towards a realist sociology of education in Chinese]. Beijing, Foreign Language Teaching & Research Press.

Van Krieken, R., Habibis, D., Smith, P., Maton, K., Martin, G., Churchill, B., West, B, & Hanson, E. (2020) Sociology: Themes and perspectives. Seventh Edition. Sydney, Pearson.

Lambrinos, E. (PhD, 2020) Building Ballet: developing dance and dancers in ballet, University of Sydney, Australia.

Brooke, M. (2020) Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy, Australian Review of Applied Linguistics. DOI: 10.1075/aral.19012.bro

Quintana-Cifuentes, J. & Purzer, S. (2020) Eliciting Students’ Abstract and Multidisciplinary Thinking in a Design Review, 2020 NARST Annual International Conference, US.

Curzon, P., Thwaite, J. & Maton, K. (2020) Semantic waves: Analysing the effectiveness of computing activities, Cambridge Computing Education Research Symposium, Online, Conference presentation, UK, April.

Locke, P. (PhD, 2020) The business of teaching: Vocational educators’ experiences of marketization reforms, University of Sydney, Australia.

Richardson, S. (PhD, 2020) Teaching jazz: A study of beliefs and pedagogy using Legitimation Code Theory, University of Sydney, Australia.

Bean, J. (2020) Coding Knowledge, Interactions, 27 (1): 24–25. DOI: 10.1145/3371279

Bratland, E. (2019) Neoliberal reforms, knowledge and the sociology of education: What concept of knowledge is behind neoliberal education reforms, and what are the organizational principles underlying this type of knowledge?, Edukacja Humanistyczna, 41 (2): 151–168.

Tilakaratna, N. L., Brooke, M., Monbec, L., Tiang Lau, S., Xi Wu, V. & Shih Chan, Y. (2020) Insights Into an Interdisciplinary Project on Critical Reflection in Nursing: Using SFL and LCT to Enhance SoTL Research and Practice, in Plews, R. C. & Amos, M. L. (eds) Evidence-Based Faculty Development Through the Scholarship of Teaching and Learning (SoTL) (pp. 303–327). IGI Global.

Garzón Duarte, E. (2020) Student-teachers’ practicum as the scenario to build cumulative learning through semantic waving instructional models, Open Journal of Social Sciences, 8 (2): 77–88. DOI: 10.4236/jss.2020.82007

Lück, J., McKenna, S. & Harran, M. (2019) Curriculating powerful knowledge for public managers and administrators, Africa Education Review, 22 (6): 90–106.

Kinchin, I., Winstone, N. & Medland, E. (2020) Considering the concept of recipience in student learning from a modified Bernsteinian perspective, Studies in Higher Education. DOI: 10.1080/03075079.2020.1717459.

Maton, K. (2020) Autonomy: The next phase of dialogue between systemic functional linguistics and Legitimation Code Theory, Journal of World Languages, 6 (1–2): 92–112.

Bratland, E. (2020) Professional knowledge in education: What kind of organizational principle are behind the knowledge practices, and what are the conditions for developing this knowledge?, Polskie Towarzystwo Profesjologiczne, 2: 167–176.

Chemwor, E. (Master, 2017) Knowledge and Knower Structures in relation to Reproductive and Sexual Health in school curricula of Kenya and South Africa, Nelson Mandela University, South Africa.

Simpson-Smith, C. (2020) Writing for engineering. A comparison of student and industry texts, Australian Review of Applied Linguistics. DOI: 10.1075/aral.19009.sim

Georgiou, H. (2020) Characterising Communication of Scientific Concepts in Student-Generated Digital Products, Education Sciences, 10(1): 18. DOI: 10.3390/educsci10010018

Inako, A. (2019) Focus on field in an advanced language classroom, in P. Clements, A. Krause, & P. Bennett (eds.), Diversity and Inclusion (pp. 318–323). Tokyo: JALT.

Luckett, L. (2019) A Critical Self-reflection on Theorising Education Development as ‘Epistemological Access’ to ‘Powerful Knowledge’, Alternation, 26(2): 36–61.

Msusa, N. (2019) Semantic waves: Writer performance ranges on the National Benchmark Tests (NBT) academic literacy test, Alternation, 26(2): 267–289.

Ellery, K. (2019) Congruence in knowledge and knower codes: The challenge of enabling learner autonomy in a science foundation course, Alternation, 26(2): 213–239.

Meyer, B. (2019) What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory, Alternation, 26(2): 240–266.

Conana, H., Marshall, D. & Solomons, D. (2019) Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition, Alternation, 26 (2): 183–212.

Cowley-Haselden, S. (2020) Analysing Discourse in the Liminal Space. Talking Our Way through It, in Timmermans, J. A. & Land, R. (eds) Threshold Concepts on the Edge (pp. 89–100), Brill | Sense.

Brooke, M. (2019) Using semantic gravity profiling to develop critical reflection, Reflective Practice, 20 (6): 808–821.

Portman, D. & Abu-Rass, R. (2019) Student teaching practicum: are we doing it the right way?, Journal of Education for Teaching, 45 (5): 553–566.

Kamai, R. W. (PhD, 2019) A multi-theoretical analysis of the dynamics and effects of terminology in Nigerian and South African high school textbooks on life sciences, University of the Western Cape, South Africa.

Ward, T. (2019) Life after taking the Myers-Briggs type indicator tool: A discourse analysis of the r/mbti SubReddit community, Laridae, 1: 18–24.

Tilakaratna, N. L., Brooke, M. & Monbec, L. (2019) Reflective Writing Across The Disciplines: Challenging Western Critical Thinking Models In The Asian Context, Asian Journal of the Scholarship of Teaching and Learning, 9 (2): 119–141.

Monbec, L. (2019) Theoretical Frameworks For A Qualitative Study of Transfer, Asian Journal of the Scholarship of Teaching and Learning, 9 (2): 142–166.

Hood, S. (2020) Live lectures: The signiﬁcance of presence in building disciplinary knowledge, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 211–235.

See entry on the publisher's webiste.

Martin, J. R., Maton, K. & Doran, Y. J. (2020) Academic discourse: An inter-disciplinary dialogue, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 1–31.

Maton, K. (2020) Semantic waves: Context, complexity and academic discourse, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 59–85.

Pott, R. W. M. & Wolff, K. (2019) Using Legitimation Code Theory to Conceptualize Learning Opportunities in Fluid Mechanics, Fluids, 4 (203). DOI: 10.3390/fluids4040203

Kirk, S. (2019) Knowledge-oriented perspectives on EAP: Some tools for thinking and practice, BALEAP Professional Issues Meeting (PIM), University of Northampton, June.

Steenkamp, C., Rootman-le Grange, I. & Müller-Nedebock, K. (2019) Analysing assessments in introductory physics using semantic gravity: Refocussing on core concepts and context-dependence, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1692335

Edsall, D. (2019) Visualizing Active Learning with Legitimation Code Theory, JALT, Nagoya.

Walldén, R. (2019) Scaffolding or side-tracking? The role of knowledge about language incontent instruction, Linguistics and Education, 54: 1–10.

Quinn, L. & Vorster, J. (2019) Why the focus on curriculum? Why now? The role of academic development, in Quinn, L. (ed) Re-imagining Curriculum: Spaces for disruption (pp. 1–22). SuN PReSS: South Africa.

Anson, D. (PhD, 2019) Senior secondary English in New South Wales: Linguistic and epistemic perspectives, University of New South Wales, Australia.

Maton, K. (2019) Para pensar como Bourdieu: Completando a ‘revolução mental’ com a Teoria dos Códigos de Legitimação, InterMeio: Revista do Programa de Pós-Graduação em Educação-UFMS 25(49): 15–36.

Sevnarayan, K. (2019) A case study of knowledge structures and pedagogic practices in English Education and English Literary Studies at a South African university, Journal for Language Teaching, 53 (1): 173–193. DOI: 10.4314/jlt.v53i1.8

Giloi, S. & Quinn, L. (2019) Assessment of Sustainable Design: The Significance of Absence, The Design Journal, 22 (6): 833–851. DOI: 10.1080/14606925.2019.1651601

Conana, H. & Marshall, D. (2019) Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition, Alternation, 26 (2): 183–212. DOI: 10.29086/2519-5476/2019/v26n2a9

Morreira, S. (2019) Disruption by Curriculum Design: Using Steve Biko’s I Write What I Like as a Tool for Participatory Parity in post-Apartheid Higher Education, Alternation, 26 (2): 161–182. DOI: 10.29086/2519-5476/2019/v26n2a8

Meyer, B. (2019) What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory, Alternation, 26 (2): 240–266. DOI: 10.29086/2519-5476/2019/v26n2a11

Walton, E. & Rusznyak, L. (2019) Cumulative knowledge–building for inclusive education in initial teacher education, European Journal of Teacher Education, DOI: 10.1080/02619768.2019.1686480

Kirk, S. (PhD, 2019) Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis, Durham University.

Ding, A. & Bodin-Galvez, J. (2019) Interdisciplinary EAP: Moving Beyond Aporetic English for General Academic Purposes, The Language Scholar, Special Issue: Content Based Language Teaching: 78–88.

Strydom, S. and Fourie-Malherbe, M. (2019), Pluralism as a Vehicle for Theory-building in Educational Technology Research, in Huisman , J. & Tight, M. (eds) Theory and Method in Higher Education Research (pp. 173–191). Emerald Publishing Limited.

Curzon, P., McOwan, P., Donohue, J., Wright, S. & Marsh, W. (2018) Teaching Computing Concepts, in Sentance, S., Barendsen, E. & Schulte, C. (eds) Computer Science Education: Perspectives on Teaching and Learning in School (pp. 91–108).

See book in publisher's website.

Doran, Y. J. (2019) Academic formalisms: Toward a semiotic typology, in Martin, J. R., Doran, Y. J. and Figueredo, G. (eds) Systemic Functional Language Description: Making Meaning Matter (pp. 331–356). London: Routledge.

Nygård Larsson, P., Svensson Källberg, P. & Karlsson, A. (2019) Educational inclusion and social cohesion: the diversity of contemporary pedagogy, Understanding International Migration in the 21st Century, Sweden.

See entry here.

Irwin, D. & Liu, N. (2019) Encoding, decoding, packing and unpacking via agnation: Reformulating general knowledge into disciplinary concepts for teaching English academic writing, Journal of English for Academic Purposes, 2. DOI: https://doi.org/10.1016/j.jeap.2019.100782

Monbec, L. (2019) Systemic functional linguistics for the EGAP module: Revisiting the common core, Journal of English for Academic Purposes. DOI: https://doi.org/10.1016/j.jeap.2019.100794

Waite, J., Maton, K., Curzon, P. & Tuttiett, L. (2019) Unplugged computing and semantic waves: analysing crazy characters, Proceeding of UKICER – The UK and Ireland Computing Education Research Conference, University of Kent, Canterbury, UK, September.

Frost, K., Clothier, J., Huisman, A. & Wigglesworth, G. (2019) Responding to a TOEFL iBT integrated speaking task: Mapping task demands and test takers’ use of stimulus content, Language Testing: 1–23. DOI: https://doi.org/10.1177/0265532219860750

Klassen, M. & Case, J. M. (2019) Legitimating Engineering Education Research: A View from Sociology of Knowledge, Research in Engineering Education Symposium, Cape Town, South Africa.

Martin, J. R., Maton, K. & Doran, Y. J. (2020) Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory, London: Routledge.

2020-Accessing-Academic-DiscourseDownload

Buxton, C., Harman, R., Cardozo-Gaibisso, L., Jiang, L., Bui, K. & Allexsaht-Snider, M. (2019) Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners, Research in Science Education, DOI: https://doi.org/10.1007/s11165-019-9846-8

Carroll, C. (2019) ‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms, British Journal of Music Education: 1–17. DOI: https://doi.org/10.1017/S0265051719000196

Kinchin, I., Möllits, A. & Reiska, P. (2019) Uncovering Types of Knowledge in Concept Maps, Education Sciences, 9(2): 131.

Mazwayi, V. & Booi, K. (2018) How prepared are first-year life sciences pre-service teachers for the laboratory learning environment? A case study at a University of Technology, Proceedings of the EDULEARN18 Conference, Spain.

Santos, B. & Mortimer, E. (2019) Ondas semânticas e a dimensão epistêmica do discurso na sala de aula de Química, Investigações em Ensino de Ciências, 24 (1): 62–80.

Hlatshwayo, M. (PhD, 2019) ‘I want them to be confident, to build an argument’: An exploration of the structure of knowledge and knowers in Political Studies, Rhodes University, South Africa.

Siebörger, I. (PhD, 2018) Political constellations: an analysis of the use of language in positioning South African political parties in the Daily Sun, Rhodes University, South Africa.

Toll, M. & Chunxu, S. (2019) Knowledge and Rhetoric: A Specialization Analysis of Courtroom Argumentation, 3rd International Legitimation Code Theory Conference, South Africa.

Lilinares, A. & Nashaat Nashwa (2019) Defining across languages, modes and fields in CLIL programs, 29th European Systemic Functional Linguistics, Portugal.

Juárez Pacheco, S. & Gage, O. (2019) Legitimate codes of exchange: Gaining awareness from transnational inquiry, 29th European Systemic Functional Linguistics Conference, Portugal.

Nagy, N. (2019) Making semantic waves in art exhibition reviews: Explicit disciplinary literacy development in undergraduate students, 29th European Systemic Functional Linguistics Conference, Portugal.

Martin, J. R. (2019) Ideational semiosis: field, discourse semantics and lexicogrammar, 29th European Systemic Functional Linguistics Conference, Portugal.

Subethra, P. & Vivienne, W. (2019) Tutors Use of Semantic Waves as a Teaching Strategy to Guide Student Learning: A Case Study, International Conference The Future of Education, 9th Edition, Italy

Byers, S. (PhD, 2018) An LCT Examination of Comprehension and Pedagogy in Middle Years English and Science, University of Wollongong, Australia.

Wilmot, K. (Phd, 2019) Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory, University of Sydney, Australia.

Carroll, C. L. (2019) Seeing the invisible: Theorising connections between informal and formal musical knowledge, Research Studies in Music Education, 42(1): 37–55.

Brooke, M. (2019) Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1598968

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

McPhail, G. & McNeill, J. (2019) One direction: a future for secondary school music education?, Music Education Research, 22 (4): 432–446.

Last, D., Morris, T. & Dececchi, B. (2019) Preparing for future security challenges with practitioner research, Security and Defence Quarterly, 24(2). DOI: 10.35467/sdq/103345

Toll, M. (2018) There ain’t no party like an S-Club party, SSPS Magazine, 7: 38–39.