1887
  1. Home
  2. e-Journals
  3. Australian Review of Applied Linguistics
  4. Volume 43, Issue 3
  5. Article
Volume 43, Issue 3
  • ISSN 0155-0640
  • E-ISSN: 1833-7139
USD
Buy:$35.00 + Taxes

Abstract

Abstract

This study draws on Legitimation Code Theory (LCT), particularly semantic gravity waving, as a strategy for academic literacies practitioners to conceptualise how knowledge in their field might be organised and presented. Students can be guided to notice meanings related to context-dependency at the discourse and lexico-grammatical levels through the presentation of semantic gravity waving profiles. For this study, semantic gravity waving profiles have been found useful for explaining the rationale of a genre pedagogy approach, the structure of an Introduction-Method-Results-Discussion (IMRD) genre, and teaching both lexical coherence for a theoretical framework section, and accurate use of determiners with non-count abstract nouns such as “research”. Therefore, semantic gravity profiling seems to provide explanatory power as a pedagogical tool in the classroom. Findings from a mixed method survey with sixty students as well as extracts from student texts before and after semantic gravity waving profile pedagogical interventions are provided.

© John Benjamins Publishing Company
Loading

Article metrics loading...

/content/journals/10.1075/aral.19012.bro
2020-03-20
2025-04-26

  • From This Site

    /content/journals/10.1075/aral.19012.bro
    dcterms_title,dcterms_subject,pub_keyword
    -contentType:Journal -contentType:Contributor -contentType:Concept -contentType:Institution
    10
    5
Loading full text...

Full text loading...

References

  1. Aitchison, C. C., & Scraton, S.
    (2007) Sport and gender identities. New York, NY: Routledge Press. 10.4324/9780203646649
     https://doi.org/10.4324/9780203646649 [Google Scholar]
  2. Baeten, M., Kyndt, E., Struyven, K., & Dochy, F.
    (2010) Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. 10.1016/j.edurev.2010.06.001
     https://doi.org/10.1016/j.edurev.2010.06.001 [Google Scholar]
  3. Ball, D. L., Thames, M. H., & Phelps, G.
    (2008) Content knowledge for teaching: What makes it special?Journal of teacher education, 59(5), 389–407. 10.1177/0022487108324554
     https://doi.org/10.1177/0022487108324554 [Google Scholar]
  4. Ballinger, S., & Lyster, R.
    (2011) Student and teacher oral language use in a two-way Spanish/English immersion school. Language Teaching Research, 15(3), 289–306. 10.1177/1362168811401151
     https://doi.org/10.1177/1362168811401151 [Google Scholar]
  5. Bernstein, B.
    (1975) Class and pedagogies: Visible and invisible. Educational studies, 1(1), 23–41. 10.1080/0305569750010105
     https://doi.org/10.1080/0305569750010105 [Google Scholar]
  6. Bister, M. D.
    (2018) The concept of chronicity in action: Everyday classification practices and the shaping of mental health care. Sociology of health & illness, 40(1), 38–52. 10.1111/1467‑9566.12623
     https://doi.org/10.1111/1467-9566.12623 [Google Scholar]
  7. Boardley, I. D., & Grix, J.
    (2014) Doping in bodybuilders: A qualitative investigation of facilitative psychosocial processes. Qualitative research in sport, exercise and health, 6(3), 422–439. 10.1080/2159676X.2013.766809
     https://doi.org/10.1080/2159676X.2013.766809 [Google Scholar]
  8. Boughey, C.
    (2013) What are we thinking of? A critical overview of approaches to developing academic literacy in South African higher education. Journal for Language Teaching, 47(2), 25–41. 10.4314/jlt.v47i2.2
     https://doi.org/10.4314/jlt.v47i2.2 [Google Scholar]
  9. Boughey, C., & McKenna, S.
    (2016) Academic literacy and the decontextualised learner. Critical Studies in Teaching and Learning, 4(2), 1–9.
     [Google Scholar]
  10. Blackie, M. A.
    (2014) Creating semantic waves: Using Legitimation Code Theory as a tool to aid the teaching of chemistry. Chemistry Education Research and Practice, 15(4), 462–469. 10.1039/C4RP00147H
     https://doi.org/10.1039/C4RP00147H [Google Scholar]
  11. Bozalek, V., D. Ng’ambi, D. Wood, J. Herrington, J. Hardman, & A. Amory
    (Eds) (2015) Activity Theory, authentic learning and emerging technologies: Towards a transformative higher education pedagogy. New York: Routledge.
     [Google Scholar]
  12. Chare, N.
    (2014) Literary veins: Women’s bodybuilding, muscle worship and abject performance. Performance Research, 19(1), 91–101. 10.1080/13528165.2014.908088
     https://doi.org/10.1080/13528165.2014.908088 [Google Scholar]
  13. Chuang, F. Y., & Nesi, H.
    (2006) An analysis of formal errors in a corpus of L2 English produced by Chinese students. Corpora, 1(2), 251–271. 10.3366/cor.2006.1.2.251
     https://doi.org/10.3366/cor.2006.1.2.251 [Google Scholar]
  14. Clarence, S.
    (2014) Enabling cumulative knowledge-building through teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science. Unpublished PhD thesis, Rhodes University, South Africa [available atwww.legitimationcodetheory.com].
  15. (2016) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics. Teaching in Higher Education, 21(2), 123–137. 10.1080/13562517.2015.1115972
     https://doi.org/10.1080/13562517.2015.1115972 [Google Scholar]
  16. Clarence, S., & McKenna, S.
    (2017) Developing academic literacies through understanding the nature of disciplinary knowledge. London Review of Education, 15(1), 38–49. 10.18546/LRE.15.1.04
     https://doi.org/10.18546/LRE.15.1.04 [Google Scholar]
  17. Coffin, C., & Donohue, J. P.
    (2012) Academic literacies and systemic functional linguistics: how do they relate?Journal of English for Academic Purposes, 11(1), 64–75. 10.1016/j.jeap.2011.11.004
     https://doi.org/10.1016/j.jeap.2011.11.004 [Google Scholar]
  18. Connell, R. W., & Messerschmidt, J. W.
    (2005) Hegemonic masculinity: Rethinking the concept. Gender & society, 19(6), 829–859. 10.1177/0891243205278639
     https://doi.org/10.1177/0891243205278639 [Google Scholar]
  19. Coyle, D.
    (2008) CLIL - a pedagogical approach from the European perspective. InN. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed., Volume4: Second and Foreign Language Education) (pp.97–111). New York: Springer Science+Business Media, LLC. 10.1007/978‑0‑387‑30424‑3_92
     https://doi.org/10.1007/978-0-387-30424-3_92 [Google Scholar]
  20. Curry, T. J.
    (1993) The effects of receiving a college letter on the sport identity. Sociology of sport Journal, 10(1), 73–87. 10.1123/ssj.10.1.73
     https://doi.org/10.1123/ssj.10.1.73 [Google Scholar]
  21. Deng, Z.
    (2018) Bringing knowledge back in: perspectives from liberal education. Cambridge Journal of Education, 48(3), 335–351. 10.1080/0305764X.2017.1330874
     https://doi.org/10.1080/0305764X.2017.1330874 [Google Scholar]
  22. Derewianka, B.
    (2003) Trends and issues in genre-based approaches. RELC journal, 34(2), 133–154. 10.1177/003368820303400202
     https://doi.org/10.1177/003368820303400202 [Google Scholar]
  23. Durkheim, E.
    (1933) The division of labor in society (G. Simpson, Trans.). New York: Macmillan.
  24. Genesee, F., & Lindholm-Leary, K.
    (2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. 10.1075/jicb.1.1.02gen
     https://doi.org/10.1075/jicb.1.1.02gen [Google Scholar]
  25. 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. 10.1080/14926156.2014.935526
     https://doi.org/10.1080/14926156.2014.935526 [Google Scholar]
  26. Halliday, M. A., & Hasan, R.
    (1976) Cohesion in English. London: Longman.
     [Google Scholar]
  27. Jacobs, C.
    (2013) Academic literacies and the question of knowledge. Journal for Language Teaching, 47(2), 127–40. 10.4314/jlt.v47i2.7
     https://doi.org/10.4314/jlt.v47i2.7 [Google Scholar]
  28. Jones, R. L., Edwards, C., & Viotto Filho, I. T.
    (2016) Activity theory, complexity and sports coaching: An epistemology for a discipline. Sport, education and society, 21(2), 200–216. 10.1080/13573322.2014.895713
     https://doi.org/10.1080/13573322.2014.895713 [Google Scholar]
  29. Kilpert, L., & Shay, S.
    (2013) Kindling fires: examining the potential for cumulative learning in a Journalism curriculum. Teaching in Higher Education, 18(1), 40–52. 10.1080/13562517.2012.678326
     https://doi.org/10.1080/13562517.2012.678326 [Google Scholar]
  30. Macken-Horarik, M.
    (2011) Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity. Australian Journal of Education, 55(3), 197–213. 10.1177/000494411105500303
     https://doi.org/10.1177/000494411105500303 [Google Scholar]
  31. 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. 10.1016/j.linged.2012.11.008
     https://doi.org/10.1016/j.linged.2012.11.008 [Google Scholar]
  32. Marsh, D., & Frigols, M. J.
    (2013) Content and language integrated learning. InC. Chapelle (Ed.), Blackwell Encyclopedia of Applied Linguistics (pp.911–20). Oxford: Blackwell.
     [Google Scholar]
  33. Marsh, D., Mehisto, P., Wolff, D., & Frigols, M. J.
    (2010) The European Framework for CLIL Teacher Education. Graz: European Centre for Modern Languages.
     [Google Scholar]
  34. Martin, J. R.
    (2017) Revisiting field: Specialized knowledge in secondary school science and humanities discourse. Onomázein, 1, 111–148. 10.7764/onomazein.sfl.05
     https://doi.org/10.7764/onomazein.sfl.05 [Google Scholar]
  35. Martin, J. R., & Rose, D.
    (2005) Designing literacy pedagogy: Scaffolding asymmetries. InJ. Webster, C. Matthiessen & R. Hasan (Eds.), Continuing discourse on language (pp.251–280). London: Continuum.
     [Google Scholar]
  36. (2007) Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China, 4(5), 66–80.
     [Google Scholar]
  37. Maton, K.
    (2000) Languages of legitimation: The structuring significance for intellectual fields of strategic knowledge claims. British Journal of Sociology of Education, 21, 147–67. 10.1080/713655351
     https://doi.org/10.1080/713655351 [Google Scholar]
  38. (2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge building. British Journal of Sociology of Education, 30(1), 43–57. 10.1080/01425690802514342
     https://doi.org/10.1080/01425690802514342 [Google Scholar]
  39. (2011) Theories and things: The semantics of disciplinarity. InF. Christie & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp.62–84). London: Continuum.
     [Google Scholar]
  40. (2013) Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8–22. 10.1016/j.linged.2012.11.005
     https://doi.org/10.1016/j.linged.2012.11.005 [Google Scholar]
  41. (2014a) Building powerful knowledge: The significance of semantic waves. InB. Barrett & E. Rata (Eds.), Knowledge and the future of the curriculum (pp.181–197). London: Palgrave Macmillan. 10.1057/9781137429261_12
     https://doi.org/10.1057/9781137429261_12 [Google Scholar]
  42. (2014b) Knowledge and knowers: Towards a realist sociology of education. London: Routledge.
     [Google Scholar]
  43. (2016) Legitimation Code Theory: Building knowledge about knowledge- building. InK. Maton, S. Hood, & S. Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory (pp.1–24). London: Routledge.
     [Google Scholar]
  44. Maton, K., & Doran, Y. J.
    (2017) Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1 – wording. Onomázein, 46–76. 10.7764/onomazein.sfl.03
     https://doi.org/10.7764/onomazein.sfl.03 [Google Scholar]
  45. 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. 10.1016/j.linged.2012.11.007
     https://doi.org/10.1016/j.linged.2012.11.007 [Google Scholar]
  46. McNamara, M. S.
    (2010) What lies beneath? The underlying principles structuring the field of academic nursing in Ireland. Journal of Professional Nursing, (6), 377–384. 10.1016/j.profnurs.2010.08.004
     https://doi.org/10.1016/j.profnurs.2010.08.004 [Google Scholar]
  47. Morton, T.
    (2010) Using a genre-based approach to integrating content and language in CLIL: The example of secondary history. InC. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp.81–104). Amsterdam, the Netherlands: John Benjamins. 10.1075/aals.7.05mor
     https://doi.org/10.1075/aals.7.05mor [Google Scholar]
  48. Mitchell, R. L. G.
    (2010) Approaching common ground: Defining quality in online education. New Directions for Community Colleges, 150, 89–94. 10.1002/cc.408
     https://doi.org/10.1002/cc.408 [Google Scholar]
  49. Rothery, J., & Stenglin, M.
    (1994) Exploring literacy in school English (Write it right resources for literacy and learning). Sydney: Metropolitan East Disadvantaged Schools Program.
     [Google Scholar]
  50. Szenes, E., Tilakaratna, N., & Maton, K.
    (2015) The knowledge practices of critical thinking. InM. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp.573–591). Palgrave Macmillan, New York. 10.1057/9781137378057_34
     https://doi.org/10.1057/9781137378057_34 [Google Scholar]
  51. Yates, L., & Collins, C.
    (2010) The absence of knowledge in Australian curriculum reforms. European Journal of Education, 45, 89–102. 10.1111/j.1465‑3435.2009.01417.x
     https://doi.org/10.1111/j.1465-3435.2009.01417.x [Google Scholar]
/content/journals/10.1075/aral.19012.bro
Loading
Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy
Australian Review of Applied Linguistics 43, 228 (2020); https://doi.org/10.1075/aral.19012.bro
/content/journals/10.1075/aral.19012.bro
/content/journals/10.1075/aral.19012.bro
Loading

Data & Media loading...

  • Article Type: Research Article
Keyword(s): Introduction-Method-Results-Discussion; knowledge; Legitimation Code Theory; semantic gravity

Most Cited

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error