This collection of cutting-edge work by internationally acclaimed scholars brings together the complementary approaches of Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT), focusing on how academic discourse organises disciplinary knowledge and the means through which we can teach this in classrooms.
This collection of cutting-edge work by internationally acclaimed scholars brings together the complementary approaches of Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT), focusing on how academic discourse organises disciplinary knowledge and the means through which we can teach this in classrooms.
J. R. Martin is a world-leading authority in systemic functional linguistics. Karl Maton is the creator and architect of Legitimation Code Theory. Y. J. Doran is a leading young scholar combining both frameworks in research. All three are members of the LCT Centre for Knowledge-Building.
Inhaltsangabe
List of Contributors Chapter 1. Academic Discourse: An Inter-Disciplinary Dialogue J.R. Martin, Karl Maton and Y. J. Doran Part I: Legitimation Code Theory: Opening Ideas Chapter 2. Specialization Codes: Knowledge, Knowers and Student Success Karl Maton and Rainbow Tsai-Hung Chen Chapter 3. Semantic Waves: Context, Complexity and Academic Discourse Karl Maton Part II: Systemic Functional Linguistics: Responses to LCT Chapter 4. Revisiting Mode: Context In/Dependency in Ancient History Classroom Discourse J. R. Martin and Erika Margulis Chapter 5. Revisiting Field: Specialised Knowledge in Secondary School Science and Humanities Discourse J. R. Martin Part III: Bringing SFL and LCT Together to Explore Knowers and Values Chapter 6. Seeing Values: Axiology and Implicit Evaluation in Australia's 'Invasion' Y. J. Doran Chapter 7. Historical Events and Processes in The Discourse of Disciplinary History and Classroom Interaction Teresa Oteíza Part IV: Academic Discourse in the Classroom Chapter 8. Live Lectures: The Significance of Presence in Building Disciplinary Knowledge Susan Hood Chapter 9. Building A Pedagogic Metalanguage I: Curriculum Genres David Rose Chapter 10. Building A Pedagogic Metalanguage II: Knowledge Genres David Rose Index
List of Contributors Chapter 1. Academic Discourse: An Inter-Disciplinary Dialogue J.R. Martin, Karl Maton and Y. J. Doran Part I: Legitimation Code Theory: Opening Ideas Chapter 2. Specialization Codes: Knowledge, Knowers and Student Success Karl Maton and Rainbow Tsai-Hung Chen Chapter 3. Semantic Waves: Context, Complexity and Academic Discourse Karl Maton Part II: Systemic Functional Linguistics: Responses to LCT Chapter 4. Revisiting Mode: Context In/Dependency in Ancient History Classroom Discourse J. R. Martin and Erika Margulis Chapter 5. Revisiting Field: Specialised Knowledge in Secondary School Science and Humanities Discourse J. R. Martin Part III: Bringing SFL and LCT Together to Explore Knowers and Values Chapter 6. Seeing Values: Axiology and Implicit Evaluation in Australia's 'Invasion' Y. J. Doran Chapter 7. Historical Events and Processes in The Discourse of Disciplinary History and Classroom Interaction Teresa Oteíza Part IV: Academic Discourse in the Classroom Chapter 8. Live Lectures: The Significance of Presence in Building Disciplinary Knowledge Susan Hood Chapter 9. Building A Pedagogic Metalanguage I: Curriculum Genres David Rose Chapter 10. Building A Pedagogic Metalanguage II: Knowledge Genres David Rose Index
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