EAP – Legitimation Code Theory

Martin, J. L. & Walsh Marr, J. (2024) Framing the looking glass: Reflecting constellations of listening for inclusion, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 189-206. DOI: 10.4324/9781003177210-13

Martin, J. L. & Walsh Marr, J. (2024) Framing the looking glass: Reflecting constellations of listening for inclusion, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 189-206. DOI: 10.4324/9781003177210-13

Martin, J. L. (2024) Consolidating practice: Reflection in the service of developing presentation skills, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 104-123. DOI: 10.4324/9781003177210-8

Martin, J. L. (2024) Consolidating practice: Reflection in the service of developing presentation skills, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 104-123. DOI: 10.4324/9781003177210-8

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

Cowley-Haselden, S. (PhD thesis, 2021). Knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course. Coventry University, United Kingdom.

Cowley-Haselden, S. (PhD thesis, 2021). Knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course. Coventry University, United Kingdom.

Kirk, S. & King, J. (2022) EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford. Journal of English for Academic Purposes, 59, 101139. DOI: 10.1016/j.jeap.2022.101139

Kirk, S. & King, J. (2022) EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford. Journal of English for Academic Purposes, 59 , 101139. DOI: 10.1016/j.jeap.2022.101139

Adamek, P. (PhD, 2022) Legitimation in the Academic Discourse of Two Earth Science Sub-disciplines, National Institute of Education, Nanyang Technological University.

Adamek, P. (2022). Legitimation in the academic discourse of two earth science sub-disciplines. PhD thesisDownload

Bond, B. (2022). The Positioning and Purpose of EAP across the University Curriculum: Highlighting Language in Curriculum Policies, in Bond, B. & Bruce, I. Contextualizing English for Academic Purposes in Higher Education: Politics, Policies and Practices, 109–128. Bloomsbury Publishing.

See here.

Kirk, S., & King, J. (2022). EAP teacher observation: Developing criteria and identifying the forms of pedagogic practice they afford, Journal of English for Academic Purposes, 59, 101139.

Munn, D. (2021) Learning transfer from an in-sessional ESAP module to International Relations and Development students’ core disciplinary writing assignments: Teaching semantic gravity to support cumulative knowledge building, Journal of Academic Language and Learning, 15(1): 187–213.

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.

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.

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.

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

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.

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

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

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.

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.

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

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.

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

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

James, B. (2018) Closing the gap between text and context in academic writing research—An “impossible” task?, Journal of English for Academic Purposes, 36: 99–107.

Hu, G. (2018) Disciplinary knowledge making and academic discourse, in Y., Leung, J., Katchen, S., Hwang, & Y., Chen (eds.), Reconceptualizing English language teaching and learning in the 21st century (pp. 553–573). Taipei: Crane Publishing.

Monbec, L. (2018) Designing an EAP curriculum for transfer: A focus on knowledge, Journal of Academic Language & Learning, 12(2): 88–101.