Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography

2021 ◽  
Author(s):  
Esther K. L. F. Vernon
Keyword(s):  
Disciplinary Knowledge ◽  
Code Theory ◽  
Legitimation Code Theory

scholarly journals Focus on Field in an Advanced Reading Classroom

2019 ◽  
Vol 2018 (1) ◽  
pp. 318
Author(s):  
Ayumi Inako
Keyword(s):  
Social Action ◽  
English Learners ◽  
Research Purpose ◽  
Code Theory ◽  
Specific Research ◽  
The Social ◽  
Reading Materials ◽  
Legitimation Code Theory ◽  
Solar Storms

What can a reading classroom provide for advanced English learners beyond input into grammar and vocabulary? The author proposes a focus on field—the nature of the social action realized in the text—as well as using the scale of semantic gravity—the degree to which the meanings of the text relate to its context. Many reading materials contain multiple fields, which can cause difficulty for students in tracking their content. A case study of a text on the topic of solar storms employs the methodology of Legitimation Code Theory (LCT), whereby an external language for description is created for the specific research purpose. Analysis from the perspective of semantic gravity helps identify where shifts in the field of the text occur, enabling the teacher to guide the students in their reading as the text unfolds. The author concludes by discussing the applicability of this method. 上級英語学習者向けの読解授業が文法と語彙のインプット以外に提供できるものは何だろうか。本稿では、テクストによって具現化される社会的活動の性質を表す活動領域（field）に焦点を当てるとともに、テクストの意味が分脈と関係する度合いを示す意味的重力（semantic gravity）の概念を使用することを提案する。多くの読解教材には複数の活動領域が含まれ、学習者にとって内容の把握が難しくなる要因となっている。このケーススタディでは、「太陽嵐」に関する読解テキストを取り上げ、正当化コード理論（Legitimation Code Theory—LCT）の方法論に基づいて、本研究に特定の目的に合わせた外的記述言語（external language of description）を作成する。分析によって、意味的重力の観点がテキストの展開とともに活動領域の移行が起きている場所の特定に役立つことが明らかになる。結論として、この方法の応用可能性を議論する。

Building disciplinary knowledge through multimodal presentation

Babel ◽  
2020 ◽  
Vol 66 (4-5) ◽  
pp. 655-673
Author(s):  
Qianhua Ouyang ◽  
Yi Yu ◽  
Ai Fu
Keyword(s):  
Knowledge Building ◽  
Learning Outcome ◽  
Semantic Features ◽  
Disciplinary Knowledge ◽  
Code Theory ◽  
Research Findings ◽  
On Line ◽  
Specialist Knowledge ◽  
Legitimation Code Theory ◽  
Line Space

Abstract Digital innovations are revolutionizing education, bringing opportunities that are seized across disciplines including conference interpreting training. This research draws a transdisciplinary framework of Legitimation Code Theory and multimodality research to explore how to build and transfer the disciplinary knowledge of interpreting via an on-line course, a staple of today’s education. The paper first conceptualizes the disciplinary knowledge of interpreting as elite code that entails both specialist knowledge of high semantic density and tacit experience of professionals of the trade. Then, drawing on empirical data from the first interpreting MOOC in China, the paper describes how knowledge of different semantic features is built through distinctive patterns of multimodal presentation. Effectiveness of the multimodal presentation of knowledge is then triangulated with learning outcome research. Findings of this paper highlight how multimodal presentation in on-line lectures support the process of learning and hence elicit reflective perspectives on knowledge building of interpreting in the on-line space.

scholarly journals Revealing shifts from mastery of knowledge to problem solving in assessments of a tertiary physics programme

2021 ◽  
pp. 1-16
Author(s):  
Alan Cornell ◽  
Kershree Padayachee
Keyword(s):  
Undergraduate Students ◽  
Theoretical Physics ◽  
First Year ◽  
Science Students ◽  
Code Theory ◽  
Doctoral Level ◽  
Assessment Tasks ◽  
Good Grasp ◽  
Legitimation Code Theory

There is an increasing pressure on lecturers to work with two goals. First, they need to ensure that their undergraduate students have a good grasp of the knowledge and skills of the intellectual field. In addition, they need to prepare graduates and postgraduates for careers both within and outside of academia. The problem we address in this paper is the way in which assessments may reveal a shift of focus from a mastery of knowledge to a work-focused orientation. We examine this shift through a case study of physics and the sub-discipline of theoretical physics as intellectual fields. The evidence is comprised of assessment tasks given to students at different points of their studies from first year to doctoral level. By examining and analysing the assessment tasks using concepts from Legitimation Code Theory (LCT), we demonstrate how the shifts in the assessments lead students incrementally from a pure disciplinary focus to one that enables them to pursue employment potentially both within and outside of academia. In doing so, we also highlight the usefulness of LCT as a framework for evaluating the preparation of science students for diverse workplaces.

What is an ecosystem?

2021 ◽  
Vol 3 (2) ◽  
pp. 337-362
Author(s):  
Ana Llinares ◽  
Nashwa Nashaat-Sobhy
Keyword(s):  
Foreign Language ◽  
Systemic Functional Linguistics ◽  
Integrated Learning ◽  
Disciplinary Knowledge ◽  
Code Theory ◽  
Functional Linguistics ◽  
Language Functions ◽  
Comparative Judgement ◽  
Legitimation Code Theory ◽  
Discourse Functions

Abstract In Content and Language Integrated Learning (CLIL) contexts, students are expected to express disciplinary knowledge in a second/foreign language. One construct that has proven useful for the identification and realization of language functions in disciplinary knowledge is Dalton-Puffer’s (2013) model of cognitive discourse functions (CDFs). Additionally, Systemic Functional Linguistics (SFL) has already been proven useful for distinguishing lexico-grammatical features that characterise different CDFs in CLIL students’ productions (e.g., Nashaat-Sobhy & Llinares, 2020; Evnitskaya & Dalton-Puffer, 2020). In this article, we use SFL to analyse the oral and written realisations of the CDF Define by 6th grade students participating in a CLIL program in Madrid, Spain. A total of 83 students responded to the same prompt (on science) in writing (in the form of a blog) as well as orally (in the form of an interview). In the oral interviews the co-construction of definitions by the students with the interviewer (researcher) and another peer are explored using the notion of Legitimation Code Theory and the concept of semantic waves (Maton, 2013). The analysis of students’ definitions is also related to primary CLIL teachers’ evaluations using comparative judgement.

Learning Based on ‘Entrepreneurial Volunteering’

2011 ◽  
Vol 25 (6) ◽  
pp. 461-467 ◽  
Author(s):  
Julia Clarke ◽  
Sarah Underwood
Keyword(s):  
Social Responsibility ◽  
Knowledge Base ◽  
Learning Outcomes ◽  
Business School ◽  
Problem Based Learning ◽  
Disciplinary Knowledge ◽  
Learning And Teaching ◽  
Enterprise Education ◽  
Stages Of Learning

This article presents a case study of how a business school has developed enterprise education to incorporate ethics and social responsibility. The authors describe the process of developing volunteering opportunities and embedding them in the curriculum, and outline the underlying pedagogy. They describe how existing approaches to project-based and problem-based learning may be applied to the different stages of learning and teaching development in enterprise, ethics and volunteering education. Finally, they offer their own adaptation of these frameworks to create an entrepreneurial volunteering-based learning, whereby student volunteering opportunities are embedded into enterprise education with a clear disciplinary knowledge base and explicit and assessed learning outcomes in both skills and knowledge.

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