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Tag: 2017

Aris, S. (2017) Indian tigers: What high school selection by parents pursuing academic performance reveals about class culture and migration, Journal of Ethnic and Migration Studies, 43(14): 2440-2455.

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Ho, W.S.C. (PhD, 2017) Teaching academics’ perceptions of ‘Asia Literacy’ and its integration into undergraduate curricula: A case study in to three Australian universities, University of Melbourne, Australia.

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Carver, M. (2017) Knowledge transfer: Indigenous African Music in the South African music curriculum, African Music: Journal of the International Library of African Music, 10(3): 119-141.

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Hollis-Turner, S. (2017) Attributes for the field of practice of the administrator and office manager, Journal of Education, 70: 88–107.

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Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2017) Sociology: Themes and perspectives. Sixth Edition. Sydney: Pearson.

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Van Heerden, M. (PhD, 2017) What lies beneath tutors’ feedback? Examining the role of feedback in developing ‘knowers’ in English Studies, University of the Western Cape, South Africa.

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Shi, C. (PhD, 2017) Affiliation Through Value Negotiation in Chinese Criminal Courtroom Argumentation, Shanghai Jiao Tong University, China.

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Carroll, C. (PhD, 2017) Playing the field: An Australian case study of student popular musicians’ informal learning in senior secondary classroom music education, Sydney Conservatorium of Music, University of Sydney, Australia.

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Blunden, J. (PhD, 2017) The Language with Displayed Art(efacts): Linguistic and sociological perspectives on meaning, accessibility and knowledge-building in museum exhibitions, University of Technology, Sydney, Australia.

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Pott, R., Wolff, K. & Goosen, N. (2017) Using an informal competitive practice to stimulate links between the theoretical and the practical in fluid mechanics: A case study in non-assessment driven learning approaches, Education for Chemical Engineers, 21: 1–10.

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Puttick, S. (2017) Student teachers’ positionalities as knowers in school subject departments, British Educational Research Journal, 44(1): 25–42.

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Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.

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Brooke, M. (2017) Using ‘semantic waves’ to guide students through the research process: From adopting a stance to sound cohesive academic writing, Asian Journal of the Scholarship of Teaching and Learning, 7(1): 37–66.

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Bratland, E. (2017) Professional knowledge in education: What kind of organizational principles are behind the knowledge practices, and what are the conditions for developing this knowledge?, Problemy Profesjologii, 2: 167–176.

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Bratland, E. (2017) Looking back and forward: From the net generation to knowledge in Education, Cognitive Science – New Media – Education, 1: 47–63.

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Blackie, M. (2017) Semantic waves and pedagogic frailty, in I.M. Kinchin, N.E. Winstone (eds) Pedagogic Frailty and Resilience in the University (pp. 49–61), Rotterdam: Sense Publications.

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Antia, B.A. & Kamai, R.A. (2017) Writing biology, assessing biology: The nature and effects of variation in terminology, Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication, 22(2): 201–222.

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Zhang, D. (2017) LCT and its application in the analysis and construction of the teacher’s discourse in FLT, Foreign Language Education, 37(2): 51-55. [Chinese language]

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Zavale, N. (2017) Princípios epistémicos e sociais subjacentes à nova reforma curricular no ensino geral em Moçambique: Uma abordagem sociológica, Revista Cientifica da Universidade Eduardo Mondlane, 1(2): 31–54. [Portuguese language]

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Wolff, K. (2017) Throwing the baby out with the bathwater? The role of fundamentals in 21st century engineering education, Global Engineering Education Conference, Athens, Greece, April.

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Wolff, K. (2017) The manufacturing sector’s response to the lack of appropriate technical expertise in South Africa, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.

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Wolff, K. (2017) A language for the analysis of disciplinary boundary crossing: Insights from engineering problem-solving practice, Teaching in Higher Education, 23(1): 104–119.

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Winberg, C., Jacobs, C. & Wolff, K. (2017) Building knowledge and knowers in writing retreats: Towards developing the field of higher education teaching and learning, South African Journal of Higher Education, 31(2): 22–39.

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Walton, E. (2017) Inclusive education in initial teacher education in South Africa: Practical or professional knowledge?, Journal of Education, 67: 101–128.

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Veale, C., Krause, R. & Sewry, J. (2017) Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’ pharmaceutical chemistry case study, Chemistry Education Research and Practice, 19(1): 68–79.

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Siebörger, I. & Adendorff, R.D. (2017) “We’re talking about semantics here”: Axiological condensation in the South African parliament, Functions of Language, 24(2): 196–233.

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Ramírez, A. (2018) Paraphrastic academic writing as entry point for first generation advanced bilingual college students,  in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics (179–198), New York: Springer.

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McCabe, A. (2017) Knowledge and interaction in on-line discussions in Spanish by advanced language learners, Computer Assisted Language Learning, 30(3-4): 325–347.

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Vidal Lizama, M. (2017) Knowledge in your classroom: A model of analysis for specialisation codes in classroom discourse, Onomázein, March: 149–178.

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Quiroz, B. (2017) Glosario inglés-español: términos en TCL y LSF, Onomázein, Número especial SFL: 227–242. [Spanish language]

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Nygård Larsson, P. & Jakobsson, A. (2017) Semantiska vågor–elevers diskursiva rörlighet i gruppsamtal [Semantic waves: Students’ discursive mobility in group discussions]. Nordina, 13(1): 17–35. [Swedish language]

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Kinchin, I., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. & Usherwood, S. (2015) Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour, Journal of Further and Higher Education, 41(2), 155–171.

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Jones, P. (2016) Understanding online discussion: Socio-cultural and discoursal perspectives, Australian Association for Research in Education Conference, Melbourne, Australia, November.

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Jackson, F. (2017) Plotting pedagogy in a rural South African english classroom: A Legitimation Code Theory analysis, Per Linguam, 33(2):1–21.

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Ingold, R. & O’Sullivan, D. (2017) Riding the waves to academic success, Modern English Teacher Magazine, 26(2): 39–43.

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Humphrey, S. (2017) ‘We can speak to the world’: Applying meta-linguistic knowledge for specialized and reflective literacies, in Harman, R (ed) Bilingual learners and social equity: Critical approaches to systemic functional linguistics (pp. 45–69), New York: Springer.

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Huang, L. & Chen, L. (2017) From LCT to power trio – the cooperation between SFL and Sociology, International Journal of Linguistics and Education, 2(3): 51–55.

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Hood, S. (2017) Live lectures: The significance of presence in building disciplinary knowledge, Onomázein, March: 179–208.

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Hassan, S.L. (2017) Tutors’ role in tutorials: ‘Unpacking’ and ‘repacking’ during the semantic journey, South African Journal of Higher Education, 31(3): 99–115.

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Harman, R. (2017) Bringing it all together: Critical take(s) on systemic functional linguistics, in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics, New York: Springer.

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Garraway, J. & Reddy, L. (2017) Analyzing work-integrated learning assessment practices through the lens of autonomy principles, Alternation, 23(1): 285–308.

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Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.

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Doran, Y.J. (2017) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomázein, March: 209–226.

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Clarence, S. & McKenna, S. (2017) Developing academic literacies through understanding the nature of disciplinary knowledge, London Review of Education, 15(1): 38–49.

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Clarence, S. (2017) A relational approach to building knowledge through academic writing: Facilitating and reflecting on peer writing tutorials, in Clarence, S. & L. Dison (eds) Writing centres in higher education: Working in and across the disciplines (pp. 49–65). Stellenbosch: SUN Press.

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Auret, L. & Wolff, K. (2017) A control systems approach to improving final year engineering students’ conceptual and contextual grasp of dynamic systems, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.

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Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

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Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.

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Burnheim, C. (2007) External engagement and institutional autonomy in higher education, Australian Association for Research in Education Annual Conference, Fremantle, November.

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Kirk, S. (2017) Waves of reflection: Seeing knowledge(s) in academic writing, in Kemp, J. (ed), EAP in a rapidly changing landscape: issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Reading: Garnet.

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Maton, K. & Doran, Y.J. (2017) SFL and code theory. In Bartlett, T. & O’Grady, G. (eds), The Routledge Systemic Functional Linguistic Handbook. London: Routledge.

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Wolff, K. (2017) Engineering problem-solving knowledge: The impact of context, Journal of Education and Work, 30(8): 840–853.

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Giloi, S. & Belluigi, D.Z. (2017) Underlying knowledge-knower structures in graphic design: Contributing to establishing a cohesive language for use in graphic design education, Art, Design & Communication in Higher Education, 16(1): 7–22.

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Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Australian Journal of Language and Literacy, 40(2): 135–145.

Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Australian Journal of Language and Literacy, 40(2): 135–145.

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