english – Legitimation Code Theory

Kasztalska, A. & Maune, M. (2024). “What authority do I have?”: Analysing Legitimation Codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-Speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Difference, The WAC Clearinghouse, 97-114. DOI: 10.37514/INT-B.2024.2142.2.06 Kasztalska, A. & Maune, M. (2024). What...

Tag: english

Shi, D. (2021) Multimodality and Classroom Languaging Dynamics: An Ecosocial Semiotic Perspective in Asian Contexts. Routledge.

Pessoa, S., Mitchell, T. D., Gomez-Laich, M. P. (2021) Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit, Journal of Management Education, 00 (0): 1–26.

Monbec, L. (2020) Scaffolding content in an online Content and Language Integrated Learning (CLIL) module, International Journal of TESOL Studies, 2 (2). 157–173.

De Lange, M., Winberg, C. & Dippenaar, H. (2020) Why the English Home Language Curriculum and Assessment Policy Statement will not improve learners’ reading comprehension, Reading & Writing 11(1): a260. https://doi.org/ 10.4102/rw.v11i1.260

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.

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.

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

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

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

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

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

Maton, K. (2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building, British Journal of Sociology of Education 30(1): 43–57.

Maton, K. (2008) Gravité sémantique et Apprentissage segmenté, in Vitale, P. & Frandji, D. (eds) Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein (pp. 151–168). Rennes: University of Rennes Press.

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.

Bahman, Z. (PhD, 2012) Contrastive Genre Analysis and the Realisation of Power in Vertical Discourses in English and Persian, Department of Linguistics, University of Sydney, Australia.

Jackson, F. (2016) Unraveling high school English literature pedagogic practices: A Legitimation Code Theory analysis, Language and Education, 30(6): 536–553.

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.