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Tag: disciplines

Annala, J. (2022). Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions, Teaching in Higher Education: 1–19.

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de Bie, G. & McKenna, S. (2022). Interdisciplinarity requires careful stewardship of powerful knowledge, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 129–147).

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Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

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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.

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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

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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

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

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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.

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

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

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

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

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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.

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Nygard Larsson, P. (2018) “We’re talking about mobility:” Discourse strategies for promoting disciplinary knowledge and language in educational contexts, Linguistics and Education, 48: 61–75.

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Christie, F. & Maton, K. (eds) (2011) Disciplinarity: Functional linguistic and sociological perspectives. London: Continuum.

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Christie, F. & Maton, K. (2011) Why disciplinarity?, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp. 1–9). London: Continuum.

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Maton, K. (2011) Theories and things: The semantics of disciplinarity, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp. 62–84). London: Continuum.

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Maton, K. (2002) Popes, Kings and cultural studies: Placing the commitment to non-disciplinarity in historical context, in Herbrechter, S. (ed.) Cultural Studies: Interdisciplinarity and translation (pp. 31–53). Amsterdam: Rodopi.

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Wolff, K. (PhD, 2015) Negotiating Disciplinary Boundaries in Engineering Problem-Solving Practice, University of Cape Town, South Africa.

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Millar, V. (PhD, 2012) The Structuring of Knowledge for Interdisciplinary Teaching in Higher Education, University of Melbourne, Australia.

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McNamara, M. (EdD, 2008) Of Bedpans and Ivory Towers: The discursive construction of the nursing academic, The Open University, UK.

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Larsen, V. (PhD, 2014) Disciplinarity and Inter-disciplinarity in Problem Based Learning [Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser], Institut for Planlægning, Aalborg Universitet, Denmark. [Danish language]

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Feng, C. (PhD, 2014) Metadiscourse in Research Articles: A comparative study across disciplines and research paradigms, Nanyang Technological University, Singapore.

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Wolmarans, N. (2016) Exploring the role of disciplinary knowledge in engineering when learning to design, in Adams, R.S., Buzzanell, P., Siddiqui, J.A. (eds) Analyzing Design Review Conversations, Purdue University Press.

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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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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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McKenna, S. (2014) Higher education studies as a field of research, The Independent Journal of Teaching and Learning, 9: 6–44.

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Cao, F. & Hu, G. (2014) Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences, Journal of Pragmatics, 66: 15–31.

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Arbee, A., Hugo, W. & Thomson, C. (2014) Epistemological access in Marketing – a demonstration of the use of Legitimation Code Theory in higher education, Journal of Education, 59: 39–63.

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López-Bonilla, G. (2013) Prácticas disciplinares, Prácticas escolares: Qué son las disciplinas académicas y cómo se relacionan con la educación formal en las ciencias y en las humanidades, Revista Mexicana de Investigación Educativa, 18(57): 383–412.

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Luckett, K. (2012) Disciplinarity in question: Comparing knowledge and knower codes in sociology, Research Papers in Education, 27(1): 19–40.

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Hood, S. (2010) Language and legitimation: Disciplinary differences in constructing space for new knowledge, The Halliday Centre for Intelligent Applications of Language Studies Pearling Appliable Linguistics Seminar Series, City University of Hong Kong, Oct.

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McNamara, M.S. (2010) What lies beneath? The underlying principles structuring the field of academic nursing in Ireland, Journal of Professional Nursing, 26(6): 377–384.

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McNamara, M.S. (2010) Lost in Transition? : A Discursive Analysis of Academic Nursing in Ireland, Nursing Science Quarterly, 23(3): 249–256.

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McNamara, M.S. (2010) Where is nursing in academic nursing? disciplinary discourses, identities and clinical practice: a critical perspective from Ireland, Journal of Clinical Nursing, 19: 766–774.

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McNamara, M.S. (2009) Nursing academics’ languages of legitimation: A discourse analysis, International Journal of Nursing Studies, 46: 1566–1579.

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