secondary education – Legitimation Code Theory

Llinares, A., Morton, T. & Whittaker, R. (2024) Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context. Language Awareness: 22 pages. DOI: 10.1080/09658416.2024.2385766

Llinares, A., Morton, T. & Whittaker, R. (2024) Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context. Language Awareness: 22 pages. DOI: 10.1080/09658416.2024.2385766 Llinares, A., Morton, T. & Whittaker, R. (2024) Fostering language awareness for integration through teacher-researcher collaboration. Language...

Seah, N.C., Lee, Y.-J. & Ong, Y.S. (2024) The cognitive demands of secondary science assessment items: refinements to a classification based on semantic gravity and density, in Y.S. Ong, T.T.M. Tan & Y.-J. Lee (Eds.), A diversity of pathways through science education, Springer, 99-119. DOI: 10.1007/978-981-97-2607-3_7

Seah, N.C., Lee, Y.-J. & Ong, Y.S. (2024) The cognitive demands of secondary science assessment items: refinements to a classification based on semantic gravity and density, in Y.S. Ong, T.T.M. Tan & Y.-J. Lee (Eds.), A diversity of pathways through science education, Springer, 99-119. DOI: 10.1007/978-981-97-2607-3_7 Seah, N.C., Lee, Y.-J. & Ong, Y.S. (2024) The cognitive demands of...

Yu, Z. (PhD, 2021) Knowledge-building of Chemistry in Secondary School Chemistry Textbooks: A Multisemiotic Perspective, Tongji University.

Lilliedahl, J. (2022). Visually communicating exclusiveness: How specialist music secondary schools in England represent themselves on the web, Music Education Research: 1–12.

Amundrud, T. (2022). Multimodal knowledge building in a Japanese secondary English as a foreign language class, Multimodality & Society, 2(1): 64–85.

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Krause, U., Béneker, T., & Tartwijk, J. V. (2022) Higher Order Thinking by Setting and Debriefing Tasks in Dutch Geography Lessons, European Journal of Investigation in Health, Psychology and Education, 12(1): 11–27.

Johansen, A., & Bungum, B. (2022) Elevator speech: Students’ discussions of forces and acceleration by means of a scale in an elevator, LUMAT: International Journal on Math, Science and Technology Education, 10(1): 23–48.

Jawahar, K. (PhD, 2021) A Semantic Gravity perspective on South African school chemistry curriculum alignment, University of KwaZulu-Natal

Jackson, A. J. (PhD, 2020) Knowledge and values in literary response writing: critical praxis in an ELA classroom

Bassi, M. M. (PhD, 2021) Multilingual teacher-talk in secondary school classrooms in Yola, North-East Nigeria: exploring the interface of language and knowledge using Legitimation Code Theory and Terminology Theory. University of the Western Cape.

See thesis here.

Cutrera, G. E., Massa, M. B. & Stipcich, S. (2021) Nominalización en Procesos de Condensación de Significados en la Enseñanza de Solución Saturada: un estudio de caso en una escuela secundaria, Ciência & Educação (Bauru), 27: https://doi.org/10.1590/1516-731320210028

Carroll, C. (2021) A field divided: How Legitimation Code Theory reveals problems impacting the growth of school music education, in R. Wright, G. Johansen, P. A. Kanellopoulos & P. Schmidt (eds) The Routledge Handbook to Sociology of Music Education (pp. 196–208), London: Routledge.

Oteiza, T., Castro, C. & Pinuer, C. (2021) Graduating political crisis and violence in the discourse of history: The role of Spanish suffixes, Discourse Studies, 00 (0): 1–28.

Cutrera, G., Massa, M. & Stipcich, S. (2021). Conceptualización y gravedad semántica en la construcción de explicaciones científicas en un aula de fisicoquímica. Un estudio de caso, Góndola, enseñanza y aprendizaje de las ciencias, 16(1): 115–127. DOI: 10.14483/23464712.15534 [Spanish language]

McPhail, G. & McNeill, J. (2021) Some direction: towards a C21 secondary school curriculum, Music Education Research, DOI: 10.1080/14613808.2021.1904232

Vernon, Esther K. L. F. (2021) Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography, The Curriculum Journal, 00: 1–26.

Maton, K. (2021) Targeting science: Successfully integrating mathematics into science teaching, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Maton, K. & Doran, Y. J. (i2021) Constellating science: How relations among ideas help build knowledge, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

Lo, Y. L., Lin, A. M. Y. & Liu, Y. (2020) Exploring content and language co-construction in CLIL with semantic waves, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1810203

Cranwell, P. & Whiteside, K. (2020) Investigation into the semantic density and semantic gravity wave profile of teachers when discussing electrophilic aromatic substitution (SEAr), Journal of Chemical Education. DOI: https://doi.org/10.1021/acs.jchemed.0c00571

Jackson, F. M. (PhD, 2019) Mapping the pedagogic practice of grade ten English teachers: a qualitative multi-lensed study, PhD thesis, University of Kwazulu-Natal, South Africa.

Svensson, B. (2020) The construction of semantic waves of knowledge-building: High school students’ natural science writing, HERMES – Journal of Language and Communication in Business, 59 (1): 139–152.

Curzon, P., Thwaite, J. & Maton, K. (2020) Semantic waves: Analysing the effectiveness of computing activities, Cambridge Computing Education Research Symposium, Online, Conference presentation, UK, April.

Kamai, R. W. (PhD, 2019) A multi-theoretical analysis of the dynamics and effects of terminology in Nigerian and South African high school textbooks on life sciences, University of the Western Cape, South Africa.

Buxton, C., Harman, R., Cardozo-Gaibisso, L., Jiang, L., Bui, K. & Allexsaht-Snider, M. (2019) Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners, Research in Science Education, DOI: https://doi.org/10.1007/s11165-019-9846-8

Carroll, C. (2019) ‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms, British Journal of Music Education: 1–17. DOI: https://doi.org/10.1017/S0265051719000196

Santos, B. & Mortimer, E. (2019) Ondas semânticas e a dimensão epistêmica do discurso na sala de aula de Química, Investigações em Ensino de Ciências, 24 (1): 62–80.

Martin, J. R. (2019) Ideational semiosis: field, discourse semantics and lexicogrammar, 29th European Systemic Functional Linguistics Conference, Portugal.

Carroll, C. L. (2019) Seeing the invisible: Theorising connections between informal and formal musical knowledge, Research Studies in Music Education, 42(1): 37–55.

McPhail, G. & McNeill, J. (2019) One direction: a future for secondary school music education?, Music Education Research, 22 (4): 432–446.

Mouton, M. (2019) A case for project based learning to enact semantic waves: towards cumulative knowledge building, Journal of Biological Education, DOI: 10.1080/00219266.2019.1585379

Mouton, M. & Archer, E. (2019) Legitimation code theory to facilitate transition from high school to first-year biology, Journal of Biological Education, 53(1): 2–20.

Oteiza, T., Henriquez, R. & Canelo, V. (2018) Language resources to negotiate historical thinking in history classroom interactions, Linguistics and Education, 47: 1–15.

Nygard Larsson, P. (2018) “We’re talking about mobility:” Discourse strategies for promoting disciplinary knowledge and language in educational contexts, Linguistics and Education, 48: 61–75.

Kavish, J. & Carver, P. (2018) A legitimation code theory perspective on work-integrated learning in South African school physical science curriculum policy, Refereed Proceedings of the 3rd International Research Symposium on Cooperative and Work-Integrated Education, 23rd–27th of June, 2018, Stuttgart, Baden-Wurttemberg, Germany

Aris, S. (2017) Indian tigers: What high school selection by parents pursuing academic performance reveals about class culture and migration, Journal of Ethnic and Migration Studies, 43(14): 2440-2455.

Clark, U. (2019) Language, Literacy and Pedagogy, in Developing Language and Literacy in English across the Secondary School Curriculum. Cham: Palgrave Macmillan.

See chapter here.

Maton, K. (2014) Building powerful knowledge: The significance of semantic waves, in Rata, E. & Barrett, B. (eds) Knowledge and the Future of the Curriculum: International studies in social realism, London: Palgrave Macmillan.

Maton, K. (2014) A TALL order?: Legitimation Code Theory for academic language and learning, Journal of Academic Language and Learning, 8(3): 34–48.

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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.

Vidal Lizama, M. (PhD, 2014) Theorising Popular Education as a Knowledge Practice: The case of Chile, Faculty of Arts and Social Sciences, UTS, Australia.

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.

Carroll, C. (PhD, 2017) Playing the field: An Australian case study of student popular musicians’ informal learning in senior secondary classroom music education, Sydney Conservatorium of Music, University of Sydney, Australia.

Love, D. (MA, 2016) Any tool works if you are using the language: The role of knowledge in ICT integration in a Johannesburg private school, School of Education, University of the Witwatersrand, South Africa.

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

Howard, S.K. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzle, Research in Learning Technology, 19(3): 191–206.

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.

Macnaught, L., Maton, K., Martin, J.R. & Matruglio, E. (2013) Jointly constructing semantic waves: Implications for teacher training, Linguistics and Education, 24(1): 50–63.

Sturgiss, J. (2016) Science, Writing and New Dimensions, Journal of Professional Learning, Semester 2: 1-7.

Cruice, M. (2016) Keeping the Lights On: A Play in Two Acts, in Perselli V. (eds) Education, Theory and Pedagogies of Change in a Global Landscape (pp. 196–212). London: Palgrave Macmillan.

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.

Puttick, S. (2017) Student teachers’ positionalities as knowers in school subject departments, British Educational Research Journal, 44(1): 25–42.

Antia, B.A. & Kamai, R.A. (2017) Writing biology, assessing biology: The nature and effects of variation in terminology, Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication, 22(2): 201–222.

Zavale, N. (2017) Princípios epistémicos e sociais subjacentes à nova reforma curricular no ensino geral em Moçambique: Uma abordagem sociológica, Revista Cientifica da Universidade Eduardo Mondlane, 1(2): 31–54. [Portuguese language]

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

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.

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.

Lin, A.M.Y. (2016) Disconnects in bilingual education settings and research traditions, in A.M.Y. Lin (ed) Language across the curriculum & CLIL in English as an additional language (EAL) contexts (pp. 58–76), Singapore: Springer.

Kelly-Laubscher, R.F & Luckett, K. (2016) Differences in curriculum structure between high school and university Biology: The implications for epistemological access, Journal of Biological Education, 50(4): 425–441.

Vitale, P. (2013) Seeing beyond the local context: The understandings of slavery and the slave trade of students in Reunion Island schools, International Studies in Sociology of Education, 23(4): 338–357.

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

López-Bonilla, G. (2013) Prácticas disciplinares, Prácticas escolares: Qué son las disciplinas académicas y cómo se relacionan con la educación formal en las ciencias y en las humanidades, Revista Mexicana de Investigación Educativa, 18(57): 383–412.

Macken-Horarik, M. (2011) Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity, The Australian Journal of Education, 55(3): 197–213.

Firth, R. (2011) Making geography visible as an object of study in the secondary school curriculum, The Curriculum Journal, 22(3): 289–316.

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.