semantic gravity – Page 2 – Legitimation Code Theory

Brooke, M. (2019) Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1598968

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

Dorfling, C., Wolff, K. & Akdogan, G. (2019) Expanding the semantic range to enable meaningful real-world application in chemical engineering, South African Journal of Higher Education, 33 (1): 42‒58.

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.

Kinchin, I. M. (2019) Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education, in Trimmer K., Newman T., Padró F. (eds) Ensuring Quality in Professional Education Volume II (pp. 71–89). Palgrave Macmillan, Cham.

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

Monbec, L. (2018) Designing an EAP curriculum for transfer: A focus on knowledge, Journal of Academic Language & Learning, 12(2): 88–101.

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.

sem

Maton, K. (2011) Theories and things: The semantics of disciplinarity, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp. 62–84). London: Continuum.

Maton, K. (2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building, British Journal of Sociology of Education 30(1): 43–57.

See Chapter 6 of Knowledge and Knowers for a much revised version.

Freebody, P., Maton, K., & Martin, J. (2008) Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’, Australian Journal of Language and Literacy, 31: 188–201.

Maton, K. (2008) Gravité sémantique et Apprentissage segmenté, in Vitale, P. & Frandji, D. (eds) Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein (pp. 151–168). Rennes: University of Rennes Press.

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

Wolff, K. (PhD, 2015) Negotiating Disciplinary Boundaries in Engineering Problem-Solving Practice, University of Cape Town, South Africa.

Van Heerden, M. (PhD, 2017) What lies beneath tutors’ feedback? Examining the role of feedback in developing ‘knowers’ in English Studies, University of the Western Cape, South Africa.

Tan, M. (PhD, 2012) Knowledge, Truth, and Schooling for Social Change: Studying environmental education in science classrooms, Ontario Institute for Studies in Education, University of Toronto, Canada.

Ojo, E. (PhD, 2016) On Teaching Economics 1: A qualitative case study of a South African university. University of the Witwatersrand, Johannesburg, South Africa.

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.

McPherson, J. (PhD, 2014) Comparing ‘Apples with Apples’: Professional accounting practices in university classroom discourse, Faculty of Education and Social Work, University of Sydney, Australia.

Lindstrøm, C. (PhD, 2010) Link Maps and Map Meetings: A theoretical and experimental case for stronger scaffolding in first year university physics education, School of Physics, Faculty of Science, University of Sydney, Australia.

Hollis-Turner, S.L. (EdD, 2015) Educating for Employability in Office Environments, Cape Peninsula University of Technology, South Africa.

Glenn, E. (PhD, 2016). From Clashing to Matching: Examining the legitimation codes that underpin shifting views about climate change, Institute for Sustainable Futures, University of Technology Sydney, Australia.

Georgiou, H. (PhD, 2014) Doing Positive Work: On student understanding of thermodynamics, Faculty of Science, University of Sydney, Australia

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

Conana, H.C. (2015) Using Semantic Profiling to Characterize Pedagogical Practices and Student Learning: A case study in two introductory physics courses, Faculty of Science, University of the Western Cape, South Africa.

Clarence, S. (PhD, 2014) Enabling Cumulative Learning Through Teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science, Rhodes University, South Africa.

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.

Bharath, P. (PhD, 2016) An Investigation of Progression in Historical Thinking in South African History Textbooks, School of Education, University of KwaZulu-Natal, South Africa.

Steyn, D. (Mphil, 2012) Conceptualizing Design Knowledge and its Recontextualization in the Studio Work Component of a Design Found Curriculum, School of Education, University of Cape Town, South Africa.

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.

Morgan, M. (MA, 2011) A Corpus Based Investigation into the Relationship between Propositional Content and Metadiscourse in Student Essay Writing, University of Nottingham, Ningbo-China campus, China.

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.

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]

See full article here.

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]

See article 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.

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.

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.

Georgiou, H., Maton, K. & Sharma, M. (2014) Recovering knowledge for science education research: Exploring the ‘Icarus effect’ in student work, Canadian Journal of Science, Mathematics, and Technology Education, 14(3): 252–268.

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.

Szenes, E., Tilakaratna, N. & Maton, K. (2015) The knowledge practices of critical thinking, in Davies, M. & Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education (pp. 573–591), London: Palgrave Macmillan.

Richard-Bossez, A. (2015) Describing forms of knowledge and their variations in French école maternalle, in P. Vitale & B. Exley (eds) Pedagogic Rights and Democratic Education (pp., London: Routledge.

See chapter here.

Dong, A., Maton, K. & Carvalho, L. (2015) The structuring of design knowledge, in Rodgers, P. & Yee, J. (eds) Routledge Companion to Design Research, London: Routledge.

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.

See chapter here.

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.

Martin, J. L. (2018) Writing about music: The selection and arrangement of notation in jazz students’ written texts, British Journal of Music Education, 35(1): 73–89.

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.

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.

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

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]

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]

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

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.

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.

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]

Kinchin, I., Hosein, A., Medland, E., Lygo-Baker, S., Warburton, S., Gash, D., Rees, R., Loughlin, C., Woods, R., Price, S. & Usherwood, S. (2015) Mapping the development of a new MA programme in higher education: comparing privately held perceptions of a public endeavour, Journal of Further and Higher Education, 41(2), 155–171.

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

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

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.

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

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.

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

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

Clarence, S. (2017) A relational approach to building knowledge through academic writing: Facilitating and reflecting on peer writing tutorials, in Clarence, S. & L. Dison (eds) Writing centres in higher education: Working in and across the disciplines (pp. 49–65). Stellenbosch: SUN Press.

Auret, L. & Wolff, K. (2017) A control systems approach to improving final year engineering students’ conceptual and contextual grasp of dynamic systems, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.

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.

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.

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.

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.

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

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.

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.

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.

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

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.

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

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.

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

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.

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

Clegg, S. (2015) Adventures in meaning-making: Teaching in Higher Education 2005-2013, Teaching in Higher Education 20(4): 373–387.

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

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.

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.

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]

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.

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

Wolff, K. (2013) ‘Reservoirs’ and ‘repertoires’: Epistemological and discursive complexities in multidisciplinary engineering practice, Journal of Academic Writing, 3(1): 84–94.

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.

Szenes, E. & Tilakaratna, N. (2013) Critical thinking and employment readiness: The role of semantic waves in preparing students for life after university, 11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Melbourne, November.

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.

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

Wolff, K. & Luckett, K. (2013) Integrating multidiscipinary engineering knowledge, Teaching in Higher Education, 18(1): 78–92.

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