2019 – Legitimation Code Theory

Cowley-Haselden, S., & Monbec, L. (2019). Emancipating ourselves from mental slavery: Affording knowledge in our practice. In BALEAP 2017 Conference Proceedings.

Cowley-Haselden, S. & Monbec, L. (2017) Emancipating ourselves from mental slavery Affording knowledge in our practice. In BALEAP 2017

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.

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.

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

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.

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

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

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.

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

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.

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.

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.

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

Nagy, N. (2019) Making semantic waves in art exhibition reviews: Explicit disciplinary literacy development in undergraduate students, 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

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

Awodele, W. A. (Mphil, 2019) The epistemic properties in a typical engineering science course and its relation to student success: a case study, University of Cape Town, South Africa.

Mouton, M. (2019) A case for project based learning to enact semantic waves: towards cumulative knowledge building, Journal of Biological Education, DOI: 10.1080/00219266.2019.1585379

Kinchin, I. M. (2019) Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education, in Trimmer K., Newman T., Padró F. (eds) Ensuring Quality in Professional Education Volume II (pp. 71–89). Palgrave Macmillan, Cham.

Hao, J. & Hood, S. (2019) Valuing science: The role of language and body language in a health science lecture, Journal of Pragmatics, 139: 200–215.

Clark, U. (2019) Language, Literacy and Pedagogy, in Developing Language and Literacy in English across the Secondary School Curriculum. Cham: Palgrave Macmillan.

See chapter here.

Locke, P. & Maton, K. (2019) Serving two masters: How vocational educators experience marketization reforms, Journal of Vocational Education & Training, 71(1): 1–20.