knowledge-building – Legitimation Code Theory

Zhao, Q., & Zheng, Z. (2024). Knowledge-Building in Classroom: A Multimodal Semantic Wave Model. Sage Open, 14(2). 1-12. DOI: 10.1177/21582440241239773

Zhao, Wenchao. (2020). Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis. Language Teaching Research. 27(2): 394-414. DOI: 10.1177/1362168820931636.

Zhao, Wenchao. (2020). Exploring college English teaching of rhetorical knowledge: A Legitimation Code Theory analysis. Language Teaching Research. 27(2): 394-414. DOI: 10.1177/1362168820931636. Zhao, Wenchao. (2020). Exploring college English teaching of rhetorical knowledge A Legitimation Code Theory analysis. Language Teaching Research.

Pereira, M. (2023). Música como recurso ou como área de conhecimento: uma análise comparativa de atividades em materiais didáticos. Revista Da Abem. 31(1): 36 pages. DOI: 10.33054/ABEM202331119.

Pereira, M. (2023). Música como recurso ou como área de conhecimento: uma análise comparativa de atividades em materiais didáticos. Revista Da Abem. 31(1): 36 pages. DOI: 10.33054/ABEM202331119. Pereira, M. (2023). Música como recurso ou como área de conhecimento uma análise comparativa de atividades em materiais didáticos. Revista Da Abem

Xu, Q. & Ouyang, Q. (2023) Unleashing the power of meta-knowledge: towards cumulative learning in interpreter training. Interpreting and Society, 3(2): 169-194. DOI: 10.1177/27523810231193337

Xu, Q. & Ouyang, Q. (2023) Unleashing the power of meta-knowledge: towards cumulative learning in interpreter training. Interpreting and Society, 3(2): 169-194. DOI: 10.1177/27523810231193337 Xu, Q. & Ouyang, Q. (2023) Unleashing the power of meta-knowledge - towards cumulative learning in interpreter training. Interpreting and Society, 3(2)

Frost, K. (2024). Pragmatic and use Designs, in P. Gruba (Ed.), Designs for Language Program Evaluation, Palgrave Macmillan, Cham, 121-146. DOI: 10.1007/978-3-031-68926-0_5

Frost, K. (2024). Pragmatic and use Designs, in P. Gruba (Ed.), Designs for Language Program Evaluation, Palgrave Macmillan, Cham, 121-146. DOI: 10.1007/978-3-031-68926-0_5 Frost, K. (2024). Pragmatic and use Designs, in P. Gruba (Ed.), Designs for Language Program Evaluation, Palgrave Macmillan, Cham, 121-146

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

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

Wilmot, K., Iqani, M. & Madondo, N. (2023) Science and language, knowledge and power. South African Journal of Science, 119(11/12): 16909. DOI: 10.17159/sajs.2023/16909

El Ghami, M. (2022). Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School: Do the Textbooks Facilitate Knowledge Building and In-Depth Learning? Hindawi Educational Research International, 2022: 1692452: 1 – 10.

El Ghami, M. (2022). Epistemic and Nonepistemic Design in Textbooks in Social Studies for Lower Secondary School Do the Textbooks Facilitate Knowledge Building and In-Depth LearningDownload

Maton, K. (2010) Invisible tribunals: Progress and knowledge-building in the humanities, in Singh, P., Sadovnik, A. & Semel, S. (eds) Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein’s sociology of knowledge (pp. 177–196). New York: Peter Lang.