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'“For decades, education has been dominated by approaches that focus on either who is learning or how they’re learning. The result is that what students are learning, the knowledge itself, is often ignored” (Maton). A growing number of educational studies around the world show that students are assessed on their ability to 'wave' between concrete and abstract, complex and simpler forms of knowledge. This is rarely, if ever, made explicit by teachers or assessment bodies, but it is a distinct attribute of the world of high-achieving students across the curriculum.' The notion of 'semantic waves' is an aspect of Legitimation Code Theory (LCT) that can allow us to make this explicit to students. (Making waves in Education, University of Sydney)
FDNY Symposium Jan 20 Pres David Munn.pptxDavid Munn's slides on LCT - Foundation Year symposium, January 2020
Karl Maton keynote talk for BALEAP 2017 - introducing LCT as a way of analysing and shaping practice, and its applicability to the work of EAP practioners.
Bibliography:
Bibliography:
Clarence, S. (2015) 'Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics'. Teaching in Higher Education. DOI: http://dx.doi.org/10.1080/13562517.2015.1115972
Collins, A., Brown, J., and Newman, S. (1987) 'Cognitive Apprenticeship: Teaching the craft of reading, writing and mathematics'. (Technical Report No. 403). BBN Laboratories, Cambridge, MA. Centre for the Study of Reading, University of Illinois. January, 1987. Good overview available at: https://www.learning-theories.org/doku.php?id=instructional_design:cognitive_apprenticeship
Deane, M. and O'Neill, P. (Eds.) (2011) Writing in the Disciplines. Palgrave Macmillan.
DiPietro, M. and Norman, M. (2014) 'Using learning principles as a theoretical framework for instructional consultations'. International Journal for Academic Development, 19:4, 281-292, DOI: 10.1080/1360144X.2013.837826
Gustafson, J. (2019) 'Deconstructing Constructivism: A Widely Misunderstood and Misapplied Theory of Learning'. In Mr Gmpls. Available at: https://mrgmpls.wordpress.com/2019/01/08/deconstructing-constructivism-a-widely-misunderstood-and-misapplied-theory-of-learning/
Halliday, M. (1985) An Introduction to Functional Grammar. London: Arnold.
Halliday, M. (1978) Language as social semiotic: the social interpretation of language and meaning. London: Arnold.
Harvard, B. (2017) 'Cognitive Load theory'. Noba blog. Available at https://nobaproject.com/blog/2017-12-06-cognitive-load-theory-and-nbsp-applications-nbsp-in-the-classroom
Healey, M. (2014) Discipline-based Approaches to Supporting Learning and Teaching: A selected bibliography. Available at: www.mickhealey.co.uk/resources.
Hyland, K. (2007) 'Genre pedagogy: Language, literacy and L2 writing instruction'. Journal of Second Language Writing, Vol. 16, Issue 3 pp. 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
Merriam, S. B. (2001) 'Andragogy and self-directed learning: Pillars of adult learning theory'. New Directions for Adult and Continuing Education, 2001(89), 3-14. doi:10.1002/ace.3
Rose, D. & Martin, J.R. (2012) Learning to Write, Reading to Learn. Sheffield: Equinox
Swales, J. M. (1990) Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Thompson, G., Bowcher, W., Fontaine, L., & Schönthal, D. (Eds.). (2019). The Cambridge Handbook of Systemic Functional Linguistics (Cambridge Handbooks in Language and Linguistics). Cambridge: Cambridge University Press. doi:10.1017/9781316337936
Wilson, S. M. and Peterson, P. L. ( 2006) 'Theories of Learning and Teaching: What Do They Mean for Educators?' Working Paper. National Education Association Research Department. Available at: https://files.eric.ed.gov/fulltext/ED495823.pdf
Systemic Functional Linguistics (SFL)
Systemic Functional Linguistics (SFL)
Thompson, Bowcher, Fontaine, & Schönthal (Eds.). (2019)
SFL has a long tradition of analysing language with the aim of reducing social inequity, reaching back to one of its original aims of promoting linguistic equality (Halliday, 2015). The analytical toolbox offered by SFL has been instrumental in establishing reliable frameworks of analysis in critical discourse analysis, in multimodal semiotics and in educational linguistics
'Presenting a field-defining overview of one of the most appliable linguistic theories available today, this Handbook surveys the key issues in the study of systemic functional linguistics, covering an impressive range of theoretical perspectives'.
'Student writing in higher education: An academic literacies approach'
'Student writing in higher education: An academic literacies approach'
Pages 157-172 | Published online: 05 Aug 2006
https://doi.org/10.1080/03075079812331380364
Academic Literacies
Academic Literacies
(see separate section)
Just over twenty years ago, Mary Lea and Brian Street published a highly influential paper in the journal Studies in Higher Education, entitled ‘Student writing in higher education: an academic literacies approach’. To mark this important anniversary, JLDHE issued a call for papers for a special edition (see separate section). The resulting collection (including a paper from Simon Williams) brings together a range of responses to, and examples of the development of, academic literacies since Lea and Street’s seminal article. Journal of Learning Development in Higher Education, No 15 (2019), Special Edition, Academic Literacies.
Legitimation Code Theory
Legitimation Code Theory
(see TEAP section)
'Systemic functional linguistics (SFL) is a long-established and widely known approach to understanding language. Legitimation Code Theory (LCT) is a younger and rapidly growing approach to exploring and shaping knowledge practices. Now evermore research and practice are using these approaches together. This volume presents new advances from this inter-disciplinary dialogue, focusing on state-of-the-art work in SFL provoked by its productive dialogue with LCT. It showcases work by the leading lights of both approaches, including the foremost scholar of SFL and the creator of LCT.
Genre-based Pedagogy
Genre-based Pedagogy
'The book Learning to Write. Reading to Learn. Genre, Knowledge and Pedagogy in the Sydney School provides a rich and profound overview of the ground- breaking work concerning the teaching of writing and reading in Australia often named The Australian Genre Pedagogy. This work has now a history of over thirty years. As Rose & Martin state in their concluding remarks in the book ‘our overarching purpose is ... justice’ (p. 331). And justice is a theme that imbues the whole book. It concerns students’ right to be given opportunities to reach the same goal in school independent of their different social and language backgrounds'.
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