semantics – Page 3 – Legitimation Code Theory

Byers, S. (PhD, 2018) An LCT Examination of Comprehension and Pedagogy in Middle Years English and Science, University of Wollongong, Australia.

Wilmot, K. (Phd, 2019) Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory, University of Sydney, Australia.

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

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.

Awodele, W. A. (Mphil, 2019) The epistemic properties in a typical engineering science course and its relation to student success: a case study, University of Cape Town, South Africa.

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.

Aldred, E. M. (PhD, 2018) The landscape of EdD programmes in England. School of Education, University of Nottingham, England.

PhD thesis available here.

Hipkiss, A.M. & Andersson, P. (2018) Spotlighting pedagogic metalanguage in Reading to Learn – How teachers build legitimate knowledge during tutorial sessions, Linguistics and Education, 47: 93–104.

Simpson-Smith, C. (2018, MA) Is it feasible? A comparison of industry and student engineering texts, Monash University, Australia.

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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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.

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.

Maton, K. (PhD, 2005) The Field of Higher Education: A sociology of reproduction, transformation, change and the conditions of emergence for cultural studies, University of Cambridge, UK.

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.

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.

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.

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.

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.

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.

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

See book here.

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.

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.

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood & S. Shay (eds), Knowledge-building: Educational studies in Legitimation Code Theory (pp. 176–192). Abingdon, United Kingdom: Routledge.

See chapter here.

Pott, R., Wolff, K. & Goosen, N. (2017) Using an informal competitive practice to stimulate links between the theoretical and the practical in fluid mechanics: A case study in non-assessment driven learning approaches, Education for Chemical Engineers, 21: 1–10.

Blackie, M. (2017) Semantic waves and pedagogic frailty, in I.M. Kinchin, N.E. Winstone (eds) Pedagogic Frailty and Resilience in the University (pp. 49–61), Rotterdam: Sense Publications.

See full chapter here.

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.

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

Mckenna, S., Quinn, L and & Vorster, J. (2018) Mapping the field of Higher Education Research using PhD examination reports, Higher Education Research & Development, 37(3): 579–592.

Clarence, S. (2016) Knowledge-building: Educational studies in Legitimation Code Theory, Innovations in Education and Teaching International, 53(6), 671–672.

Ingold, Richard. (2016) Knowledge-building: Educational studies in legitimation code theory [Book Review]. English Australia Journal, 32(1): 121–124.

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]

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

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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

Kirk, S. (2017) Waves of reflection: Seeing knowledge(s) in academic writing, in Kemp, J. (ed), EAP in a rapidly changing landscape: issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Reading: Garnet.

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.

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.

Jackson, F. (2016) Unraveling high school English literature pedagogic practices: A Legitimation Code Theory analysis, Language and Education, 30(6): 536–553.

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.

Maton, K. (2013) Making semantic waves: A key to cumulative knowledge-building, Linguistics and Education, 24(1): 8–22.

Gibbons, J. (2017) Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from sociology of education: what, how and why?, The Law Teacher, 52(1): 38–52.

Clarence, S. (2015) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–137.

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

Shay, S. (2016) Curricula at the boundaries, Higher Education, 71(6): 767–79.