english teaching – Legitimation Code Theory

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Daoud, S., & Kasztalska, A. (2022) Exploring native-speakerism in teacher job recruitment discourse through Legitimation Code Theory: The case of the United Arab Emirates, Language Teaching Research. doi.org/10.1177/13621688211066883

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.

Zhao, W. (2020) Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis, Language Teaching Research.

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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.

Jackson, G. (2021) Axiological constellations in literary response writing: Critical SFL praxis in an ELA classroom, Language and Education. DOI: https://doi.org/10.1080/09500782.2020.1856132

Jackson-2021-Axiological-constellations-in-literary-response-writing-Critical-SFL-praxis-in-an-ELA-classroomDownload

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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.

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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

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.

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Humphrey, S. (2016) EAP in school settings, in Hyland, K. & Shaw, P. (eds) The Routledge Handbook of English for Academic Purposes (pp. 447–460), London: Routledge.

See chapter here.

Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood and S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory (pp. 158–175), London: Routledge.

See chapter here.

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.

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

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

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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Jackson, F. (2015) Using Legitimation Code Theory to track pedagogic practice in a South African English home language poetry lesson, Journal of Education, 63: 29–54.

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