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Tag: semantic density

Poulet, C. (2011) Le maniement du raisonnement analogique dans l’apprentissage maçonnique: Transférabilité du sens et abstraction du langage. Signes, Discours et Sociétés, 7. [French language]

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Meidell Sigsgaard, A.V. (2013). ”Hvad skal jeg skrive nu? ‐ Det må du selv vide…” – udvekslingsstrukturanalyse af samtaler mellem lærere og elever i undervisningen af dansk som andetsprog og historie. Nordand, 8(1). [Danish language]

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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.

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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.

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Shay, S. (2014) Curriculum in higher education: Beyond false choices, in Gibbs, P. & Barnett, R. (eds) Thinking about Higher Education (pp. 141–157). London: Springer.

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Carvalho, L. & Goodyear, P. (2014) Analysing the structuring of knowledge in learning networks, in Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C. (eds) Proceedings of the 9th International Conference on Networked Learning 2014 (pp. 59–66), Edinburgh: University of Edinburgh.

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

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Shay, S. & Steyn, D. (2016) Enabling knowledge progression in vocational curricula: Design as a case study, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory (pp. 138–157), London: Routledge.

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Myers, L. P. (2016) An analysis of how students construct knowledge in a course with a hierarchical knowledge structure, South African Journal of Accounting Research, 31 (3), 193–211.

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Brooke, M. (2017) Using ‘semantic waves’ to guide students through the research process: From adopting a stance to sound cohesive academic writing, Asian Journal of the Scholarship of Teaching and Learning, 7(1): 37–66.

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Bratland, E. (2017) Professional knowledge in education: What kind of organizational principles are behind the knowledge practices, and what are the conditions for developing this knowledge?, Problemy Profesjologii, 2: 167–176.

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Rootman-le Grange, I. & Blackie, M. (2018) Assessing assessment: In pursuit of meaningful learning, Chemistry Education Research and Practice, 19: 484–490.

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Zhang, D. (2017) LCT and its application in the analysis and construction of the teacher’s discourse in FLT, Foreign Language Education, 37(2): 51-55. [Chinese language]

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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]

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Walton, E. (2017) Inclusive education in initial teacher education in South Africa: Practical or professional knowledge?, Journal of Education, 67: 101–128.

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Veale, C., Krause, R. & Sewry, J. (2017) Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’ pharmaceutical chemistry case study, Chemistry Education Research and Practice, 19(1): 68–79.

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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.

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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.

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Nygård Larsson, P. & Jakobsson, A. (2017) Semantiska vågor–elevers diskursiva rörlighet i gruppsamtal [Semantic waves: Students’ discursive mobility in group discussions]. Nordina, 13(1): 17–35. [Swedish language]

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Jones, P. (2016) Understanding online discussion: Socio-cultural and discoursal perspectives, Australian Association for Research in Education Conference, Melbourne, Australia, November.

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

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Huang, L. & Chen, L. (2017) From LCT to power trio – the cooperation between SFL and Sociology, International Journal of Linguistics and Education, 2(3): 51–55.

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Hassan, S.L. (2017) Tutors’ role in tutorials: ‘Unpacking’ and ‘repacking’ during the semantic journey, South African Journal of Higher Education, 31(3): 99–115.

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Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.

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

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Winberg, C., Winberg, S., Jacobs, C., Garraway, J. & Engel-Hills, P. (2016) “I take engineering with me”: Epistemological transitions across engineering curriculum, Teaching in Higher Education, 21(4): 398–414.

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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.

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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.

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Kinchin, I.M. (2016) Embedding wider theory: Threshold concepts, semantic gravity and punctuated learning, in I.M. Kinchin (ed) Visualising powerful knowledge to develop the expert student: A knowledge structures perspective on teaching and learning at university (pp. 87–102), Rotterdam: Sense Publishers.

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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.

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Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.

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Conana, H., Marshall, D. & Case, J.M. (2016) Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate physics, Critical Studies in Teaching and Learning, 4(2): 28–44.

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Clarence, S. (2016) Surfing the waves of learning: enacting a semantics analysis of teaching in a first-year Law course. Higher Education Research & Development, 36(5): 920–933.

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Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledge, Design Studies, 45(A): 92–115.

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Vorster, J-A. & Quinn, L. (2015) Towards shaping the field: Theorising the knowledge in a formal course for academic developers, Higher Education Research & Development, 34(5): 1031–1044.

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Meidell Sigsgaard, A-V. (2015) Demokrati og semantiske bølger i andetsprogsundervisningen, Viden om Literacy, 18: 12–22. [Danish language]

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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.

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Rusznyak, L. (2015) Knowledge selection in initial teacher education programmes and its implications for curricular coherence, Journal of Education, 60: 7–29.

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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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Hollis-Turner, S. (2016) Decoding Disciplines of a national business qualification in support of learning, Journal for New Generation Sciences, 14(3): 72–90.

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Steyn, D. (2014) Putting LCT to work, Curriculum Conversations, Cape Town, June.

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Clarence, S. (2014) Surfing the waves of learning? Exploring the possibility of enabling greater cumulative knowledge building through pedagogy using Semantics, Higher Education Close-Up 7, Lancaster, July.

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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]

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Blackie, M. (2014) Creating semantic waves: Using Legitimation Code Theory as a tool to aid the teaching of chemistry, Chemistry Education Research and Practice, 15: 462–469.

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

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Shay, S. (2013) Conceptualizing curriculum differentiation in higher education: A sociology of knowledge point of view, British Journal of Sociology of Education, 34(4): 563–82.

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

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

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Shay, S. (2012) Contesting Purposes for Higher Education: A curriculum point of view, Society for Research into Higher Education Annual Conference, Newport, December.

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Ahern, A., O’Connor, T., McRuairc, G., McNamara & M. O’Donnell, D. (2012) Critical thinking in the university curriculum – the impact on engineering education, European Journal of Engineering Education, 37(2): 125–132.

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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.

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Shalem, Y. & Slonimsky, L. (2010) Seeing epistemic order: Construction and transmission of evaluative criteria, British Journal of Sociology of Education, 31(6): 755–778.

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Maton, K. & Doran, Y.J. (2017) Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2 – clausing and sequencing, Onomázein, March: 77–110.

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Maton, K. & Doran, Y.J. (2017) Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1 – wording, Onomázein, March: 46–76.

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Maton, K. (2014) Knowledge and Knowers: Towards a realist sociology of education. London: Routledge

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Maton, K., Hood, S. & Shay, S. (eds) (2016) Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.

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Hugo, W. (2014) Semantic density and semantic gravity, Journal of Education, 59: 1–14.

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