Linguistics – Legitimation Code Theory

Tang, B. (2020) The Specialization codes and the Semantic resources for the formation of coding orientations, in L. T. Lai, M. Yan & G. Wang (eds.), Educational Linguistics Studies (Second Volume), East China Normal University Press, 80-98.

Tang, B. (2020) The Specialization codes and the Semantic resources for the formation of coding orientations, in L. T. Lai, M. Yan & G. Wang (eds.), Educational Linguistics Studies (Second Volume), East China Normal University Press, 80-98.

Jackson, G. (PhD, 2020) Knowledge and Values in Literary Response Writing: Critical praxis in an ELA classroom, PhD thesis, The University of Georgia, United States.

Martin, J. L. (PhD, 2013). On Notes and Knowers: The representation, evaluation and legitimation of jazz, PhD thesis, University of Adelaide, Australia.

Kamai, R. (PhD, 2018) A multi-theoretical analysis of the dynamics and effects of variation in the use of terms in school science textbooks in Nigeria and South Africa, University of the Western Cape, South Africa.

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

See full book here.

Maton, K., Martin, J. R. & Matruglio, E. (2016) LCT and systemic functional linguistics: Enacting complementary theories for explanatory power, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.

2016KB-chapter-5Download

Christie, F., Martin, J., Maton, K. & Muller, J. (2007) Taking stock: Future directions in research in knowledge structure, in Christie, F. & Martin, J. (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives (pp. 237–258). London: Continuum.

Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.

Weekes, T. (PhD, 2014) From Dot Points to Disciplinarity: The theory and practice of disciplinary literacies in secondary schooling, University of New England, Australia.

Tann, K. (PhD, 2011) Semogenesis of a Nation: An iconography of Japanese identity, Department of Linguistics, University of Sydney, Australia.

Moncayo, V.A.L. (PhD, 2014) A Sustainability Cosmology: An analysis of a “green” company’s sustainability report, Universidade Federal de Santa Catarina, Brazil.

Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark.

Matruglio, E. (PhD, 2014) Humanities’ Humanity: Construing the social in HSC Modern and Ancient History, Society and Culture, and Community and Family Studies, University of Technology Sydney, Australia.

Doran, Y. J. (PhD, 2016) Knowledge in Physics Through Mathematics, Image and Language, Dept of Linguistics, University of Sydney, Australia.

Blunden, J. (PhD, 2017) The Language with Displayed Art(efacts): Linguistic and sociological perspectives on meaning, accessibility and knowledge-building in museum exhibitions, University of Technology, Sydney, Australia.

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.

Siebörger, I. (MA, 2012) Literacy, Orality and Recontextualization in the Parliament of the Republic of South Africa: An ethnographic study, Department of English Language and Linguistics, Rhodes University, South Africa.

Martin, J.R. (2009) Realisation, instantiation and individuation: Some thoughts on identity in youth justice conferencing. DELTA – Documentaá_o de Estudos em Linguistica Teorica e Aplicada 25: 549–583.

Martin, J., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history, Revista Signos, 43(74): 433–463.

Martin, J. R. (2012) Heart from darkness: Apocalypse Ron, Revista Canaria de Estudios Ingleses 65, Nov (Special issue on ‘Evaluative Uses of Language: The appraisal framework’).

Hood, S. (2012) Voice and stance as appraisal: Persuasing and positioning in research writing across intellectual fields, in K. Hyland & C. Sancho Guinda (eds) Stance and Voice in Written Academic Genres, Basingstoke: Palgrave Macmillan.

See chapter here.

Matruglio, E., Maton, K. & Martin, J.R. (2013) Time travel: The role of temporality in enabling semantic waves in secondary school teaching, Linguistics and Education, 24(1): 38–49.

Silva de Joyce, H. & Feez, S. (2014) Exploring Literacies: Theory, research and practice, Basingstoke, Palgrave Macmillan.

See book here.

Martin, J. L. (2016) Musicality and musicianship: Specialization in jazz studies, in K. Maton, S. Hood and S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory (pp. 193–213), London: Routledge.

See chapter here.

Doran, Y. J. (2020) Seeing values: Axiology and affording attitude in Australia’s ‘invasion’, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 151–76.

Doran, Y.J. (2018) The Discourse of Physics: Building Knowledge through Language, Mathematics and Image, New York: Routledge.

Siebörger, I. & Adendorff, R.D. (2017) “We’re talking about semantics here”: Axiological condensation in the South African parliament, Functions of Language, 24(2): 196–233.

McCabe, A. (2017) Knowledge and interaction in on-line discussions in Spanish by advanced language learners, Computer Assisted Language Learning, 30(3-4): 325–347.

Quiroz, B. (2017) Glosario inglés-español: términos en TCL y LSF, Onomázein, Número especial SFL: 227–242. [Spanish language]

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.

Hood, S. (2017) Live lectures: The significance of presence in building disciplinary knowledge, Onomázein, March: 179–208.

Harman, R. (2017) Bringing it all together: Critical take(s) on systemic functional linguistics, in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics, New York: Springer.

Doran, Y.J. (2017) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomázein, March: 209–226.

Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Oteíza, T. (2020) Historical events and processes in the discourse of disciplinary history and classroom interaction, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 177–207.

Luckett, K. (2016) Making the implicit explicit: The grammar of inferential reasoning in the humanities and social sciences, Universal Journal of Educational Research, 4(5): 1003–1015.

Hood, S. & Lander, J. (2016) Technologies, modes and pedagogic potential in live versus online lectures, International Journal of Language Studies, 10(3): 23–42.

Córdova Jiménez, J.P., Melo, G., Bacigalupo, F. & Manghi, D. (2016) Olas de significado en la interacción profesor-alumno: análisis de dos clases de Ciencias Naturales de un 6to de primaria [Semantic waves in teacher-student interaction: analysis of two Natural Science lessons in 6th grade], Ciência & Educação, 22(2): 335–350.

Siebörger, I. & Adendorff, R.D. (2015) Resemiotizing concerns from constituencies in the South African parliament, Southern African Linguistics and Applied Language Studies 33(2): 171–197.

Cheung, L. M. E. (2015) Legitimising the knower’s multiple voices in Applied Linguistics postgraduate written discourse, TESOL International Journal, 10(1): 62–76.

Tang, B. (2015) Disciplinary variation in the discourse functions of 1st person plural women in research articles, Foreign Language Education & Research, 4: 1–7. [Chinese language]

Tang, B. (2015) On the complementarity between the theory of individuation and the principle of “Specialization”: A study based on the formation of coding orientations, Foreign Language Education, 36(6): 19–23. [Chinese language]

Zappavigna, M. & Martin, J.R. (2014) Mater Dolorosa: Negotiating support in NSW Youth justice Conferencing, International Journal for the Semiotics of Law, 27: 263–275.

Thomson, E. (2014) Battling with Words: A study of language, diversity and social inclusion in the Australian Department of Defence, Canberra: Australian Government, Department of Defence.

Martin, J. R. & Matruglio, E. (2014) Retorno al modo: in/dependencia contextual en el discurso de las clases de historia antigua, Onomázein, 29: 186–213.

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

Tang, B. (2014) On the cooperation between Maton’s Legitimation Code Theory and systemic functional linguistics, Modern Foreign Languages, 37(1): 52–61. [Chinese language]

Tang, B. (2014) An interpretation of the translator’s subjectivity from the perspective of Knowledge Structure Theory, Foreign Languages and Translation, 21(3): 8–14. [Chinese language]

Tang, B. (2013) On the relationship between knowledge structures and nominalization, Foreign Language and Literature, 29(4): 86–90. [Chinese language]

Martin, J.R. & Maton, K. (2013) Cumulative knowledge-building in secondary schooling: Guest editors’ preface, Linguistics and Education, 24(1): 1–3.

Martin, J. R. & Matruglio, E. (2013) Revisiting mode: Context in/dependency in Ancient History classroom discourse. In H. Guowen, Y. Zhu, Z. Delu & Y. Xinzhang (eds), Studies in Functional Linguistics and Discourse Analysis (pp. 72–95). Beijing, China: Higher Education Press.

Martin, J.R., Zappavigna, M., Cleirigh, C. & Dwyer, P. (2013) Users in uses of language: Embodied identity in Youth Justice Conferencing, Text and Talk, 33(4–5): 467–496.

Martin, J.R. (2013) Embedded literacy: Knowledge as meaning, Linguistics and Education, 24(1): 23–37.

Siebörger, I. (2012) The battle of the black box: Axiological condensation’s role in building procedural knowledge in the South African parliament, 39th International Systemic Functional Congress, UTS, Sydney, July,

Martin, J.L. (2012) Instantiation, realisation and multimodal musical semantic waves. In Knox, J. (Ed.), To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.

Martin, J.L. (2012) The Jazz is strong in this one: Presentation and positioning of knowers in performance student texts. In Knox, J. (ed), To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.

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.

Coffin, C. & Donohue, J.P. (2012) Academic literacies and systemic functional linguistics: How do they relate?, Journal of English for Academic Purposes, 11: 64–75.

Martin, J. R. (2011) Bridging troubled waters: Interdisciplinarity and what makes it stick. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 35–61). London: Continuum.

Yi, L. (2011) Bernsteinian perspectives on the Reading to Learn program, Annual Review of Functional Linguistics in China, 3: 109–123.

Hood, S. (2011) Keynote: Travelling into interdisciplinary space: Making sense of worlds of difference, International Systemic Functional Congress, Lisbon, July. (Slides available)

Hood, S. (2007) Arguing in and across disciplinary boundaries: Legitimising stategies in applied linguistics and cultural studies, in McCabe, A., O’Donnell, M., & Whittaker, R. (eds), Advances in Language and Education (pp. 185–194). London: Continuum.

Maton, K. & Doran, Y.J. (2017) SFL and code theory. In Bartlett, T. & O’Grady, G. (eds), The Routledge Systemic Functional Linguistic Handbook. London: Routledge.