Academic discourse: An inter-disciplinary dialogue
- Martin, J R, Maton, Karl, Doran, Y JR
- Authors: Martin, J R , Maton, Karl , Doran, Y JR
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445880 , vital:74439 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-1/academic-discourse-martin-karl-maton-doran
- Description: This volume has been designed to showcase the cutting-edge of the ever-growing dialogue between systemic functional linguistics (SFL) and Legitimation Code Theory (LCT) and the insights into academic discourse this brings. This opening chapter reviews the foundations of this dialogue and positions the work presented throughout the book within this context. First it steps through the development of SFL work in education, focusing on the register-variable field and how it has been impinged upon by successive developments in Bernstein’s code theory and subsequently LCT. It then introduces how LCT extends and integrates Bernstein’s work to embrace a greater range of phenomena within a more systematic framework. It does this by introducing the dimensions of Specialization and Semantics, and showing the insights these conceptual tools can bring to academic knowledge and academic discourse. Finally, it introduces the chapters that make up the volume and positions them in relation to the ways the LCT–SFL dialogue has driven their understandings. This opening chapter lays the foundations for what is to follow and gives a flavour of energy and explanatory power this dialogue generates.
- Full Text:
- Date Issued: 2019
- Authors: Martin, J R , Maton, Karl , Doran, Y JR
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445880 , vital:74439 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-1/academic-discourse-martin-karl-maton-doran
- Description: This volume has been designed to showcase the cutting-edge of the ever-growing dialogue between systemic functional linguistics (SFL) and Legitimation Code Theory (LCT) and the insights into academic discourse this brings. This opening chapter reviews the foundations of this dialogue and positions the work presented throughout the book within this context. First it steps through the development of SFL work in education, focusing on the register-variable field and how it has been impinged upon by successive developments in Bernstein’s code theory and subsequently LCT. It then introduces how LCT extends and integrates Bernstein’s work to embrace a greater range of phenomena within a more systematic framework. It does this by introducing the dimensions of Specialization and Semantics, and showing the insights these conceptual tools can bring to academic knowledge and academic discourse. Finally, it introduces the chapters that make up the volume and positions them in relation to the ways the LCT–SFL dialogue has driven their understandings. This opening chapter lays the foundations for what is to follow and gives a flavour of energy and explanatory power this dialogue generates.
- Full Text:
- Date Issued: 2019
Semantic waves: Context, complexity and academic discourse
- Authors: Maton, Karl
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445894 , vital:74440 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-3/semantic-waves-karl-maton
- Description: This chapter introduces ideas from the Legitimation Code Theory dimension of ‘Semantics’ that have been influential in shaping research into academic discourse and theory in systemic functional linguistics (SFL). The concepts of ‘semantic gravity’ and ‘semantic density’ explore the context-dependence and complexity of meanings. These concepts have been used widely by applied systemic linguists in research into education and beyond. They have also helped spur theoretical development in the framework of SFL – specifically Martin’s meta-concepts of ‘mass’ and ‘presence’. This chapter is an introduction to the concepts and illustration of how they are being used in research into accessing academic discourse. It begins by briefly highlighting how LCT concepts attend to two key obstacles to supporting knowledge-building: knowledge-blindness and shallow theorizing. Second, the key concepts are defined. Third, the chapter demonstrates how these LCT concepts are being used to explore education, drawing on studies of student assessments and teaching practice. These analyses suggest that ‘semantic waves’, where knowledge is transformed between relatively decontextualized, condensed meanings and context-dependent, simplified meanings, are the key to student achievement and enabling knowledge-building in teaching practice. How these concepts are being widely used to explore organizing principles of diverse practices in education beyond classrooms, including research and curriculum, is discussed, revealing the widespread, complex and suggestive nature of ‘semantic waves’ and their implications for understanding how to promote access to academic discourse.
- Full Text:
- Date Issued: 2019
- Authors: Maton, Karl
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445894 , vital:74440 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-3/semantic-waves-karl-maton
- Description: This chapter introduces ideas from the Legitimation Code Theory dimension of ‘Semantics’ that have been influential in shaping research into academic discourse and theory in systemic functional linguistics (SFL). The concepts of ‘semantic gravity’ and ‘semantic density’ explore the context-dependence and complexity of meanings. These concepts have been used widely by applied systemic linguists in research into education and beyond. They have also helped spur theoretical development in the framework of SFL – specifically Martin’s meta-concepts of ‘mass’ and ‘presence’. This chapter is an introduction to the concepts and illustration of how they are being used in research into accessing academic discourse. It begins by briefly highlighting how LCT concepts attend to two key obstacles to supporting knowledge-building: knowledge-blindness and shallow theorizing. Second, the key concepts are defined. Third, the chapter demonstrates how these LCT concepts are being used to explore education, drawing on studies of student assessments and teaching practice. These analyses suggest that ‘semantic waves’, where knowledge is transformed between relatively decontextualized, condensed meanings and context-dependent, simplified meanings, are the key to student achievement and enabling knowledge-building in teaching practice. How these concepts are being widely used to explore organizing principles of diverse practices in education beyond classrooms, including research and curriculum, is discussed, revealing the widespread, complex and suggestive nature of ‘semantic waves’ and their implications for understanding how to promote access to academic discourse.
- Full Text:
- Date Issued: 2019
Specialization codes: Knowledge, knowers and student success
- Maton, Karl, Chen , Rainbow Tsai-Hung
- Authors: Maton, Karl , Chen , Rainbow Tsai-Hung
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445910 , vital:74441 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-2/specialization-codes-karl-maton-rainbow-tsai-hung-chen
- Description: This chapter introduces concepts from Legitimation Code Theory (LCT) that launched the productive cross-disciplinary dialogue with systemic functional linguistics (SFL) and which have become central to research using the two frameworks to explore education. The concepts are from the LCT dimension of Specialization, specifically ‘specialization codes’. The chapter illustrates these ideas through showing how the concepts allow research to explain why some students are more successful than others by exploring the dispositions students bring to education, the nature of the knowledge practices they encounter in their studies, and how these relate together to shape their experiences. The example explored draws on a major study of Chinese students who attended higher education in Australia. The chapter analyses the dispositions the students brought and the teaching practices of their educators, and show how these represented a ‘code clash’ between two different ways of measuring achievement. As a result, students struggled to successfully access academic discourse.
- Full Text:
- Date Issued: 2019
- Authors: Maton, Karl , Chen , Rainbow Tsai-Hung
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445910 , vital:74441 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-2/specialization-codes-karl-maton-rainbow-tsai-hung-chen
- Description: This chapter introduces concepts from Legitimation Code Theory (LCT) that launched the productive cross-disciplinary dialogue with systemic functional linguistics (SFL) and which have become central to research using the two frameworks to explore education. The concepts are from the LCT dimension of Specialization, specifically ‘specialization codes’. The chapter illustrates these ideas through showing how the concepts allow research to explain why some students are more successful than others by exploring the dispositions students bring to education, the nature of the knowledge practices they encounter in their studies, and how these relate together to shape their experiences. The example explored draws on a major study of Chinese students who attended higher education in Australia. The chapter analyses the dispositions the students brought and the teaching practices of their educators, and show how these represented a ‘code clash’ between two different ways of measuring achievement. As a result, students struggled to successfully access academic discourse.
- Full Text:
- Date Issued: 2019
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