Designing a rubric for reflection in nursing: a Legitimation Code Theory and systemic functional linguistics-informed framework

2020 ◽  
pp. 1-16
Author(s):  
Laetitia Monbec ◽  
Namala Tilakaratna ◽  
Mark Brooke ◽  
Siew Tiang Lau ◽  
Yah Shih Chan ◽  
...  
Keyword(s):  
Systemic Functional Linguistics ◽  
Code Theory ◽  
Functional Linguistics ◽  
Legitimation Code Theory

scholarly journals Resenha: Accessing Academic Discourse

Signo ◽  
2021 ◽  
Vol 46 (86) ◽  
pp. 197-198
Author(s):  
Orlando Vian Jr
Keyword(s):  
Systemic Functional Linguistics ◽  
Academic Discourse ◽  
Code Theory ◽  
Functional Linguistics ◽  
Legitimation Code Theory

Este texto tem por objetivo resenhar a coletânea Accessing Academic Discourse - Systemic Functional Linguistics and Legitimation Code Theory, organizada por James R. Martin, Karl Maton e Yaegan Doran, da editora Routledge, 315 páginas.

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.

History Classroom Interactions and the Transmission of the Recent Memory of Human Rights Violations in Chile

2015 ◽  
Vol 7 (2) ◽  
pp. 44-67 ◽  
Author(s):  
Teresa Oteíza ◽  
Rodrigo Henríquez ◽  
Claudio Pinuer
Keyword(s):  
Human Rights ◽  
Public Schools ◽  
Educational System ◽  
Systemic Functional Linguistics ◽  
Classroom Interactions ◽  
Human Rights Violations ◽  
Code Theory ◽  
Legitimation Code Theory ◽  
Historical Memories ◽  
Cumulative Knowledge

The purpose of this article is to examine history classroom interactions in Chilean secondary schools in relation to the transmission of historical memories of human rights violations committed by Augusto Pinochet’s dictatorship from 1973 to 1990. Corpora of this research are comprised of history lessons filmed in the two types of public schools that coexist in the Chilean educational system, namely government subsidized and partially subsidized schools. This research draws on linguistics resources framed by the sociosemiotic perspective of systemic functional linguistics. We incorporate into this theoretical framework the notions of semantic gravity and semantic density from legitimation code theory in order to understand the variations of levels of specialization and abstraction that build cumulative knowledge and ideological cosmologies when one is dealing with a sensitive and complex aspect of Chilean society.

Martin on discourse semantics, genre, educational linguistics

2021 ◽  
Vol 3 (2) ◽  
pp. 367-387
Author(s):  
James R. Martin ◽  
Yanmei Gao ◽  
Hanbing Li ◽  
Chengfang Song ◽  
Minglong Wei
Keyword(s):  
Secondary School ◽  
Systemic Functional Linguistics ◽  
Language Education ◽  
Genre Theory ◽  
Code Theory ◽  
Secondary School Education ◽  
The Past ◽  
Linguistic Model ◽  
Educational Linguistics ◽  
Legitimation Code Theory

Abstract J. R. Martin is a leading scholar who has greatly developed the theoretical framework of systemic functional linguistics (SFL) over the past four decades. Some of these contributions, such as the systems of discourse semantics, the appraisal framework and genre relations have been widely applied in various areas of linguistic studies and language education. The educational linguistic model he and his colleagues have cultivated and developed has attracted the attention of more and more educators from different disciplines around the globe. In this interview, he firstly elaborates on the significance of the concepts of discourse semantics, grammatical metaphor and genre. Then he continues with applications of genre theory in secondary school education, language maintenance, the relation and collaboration between Legitimation Code Theory (LCT) and SFL, and how the two paradigms complement each other. Finally, he introduces some of his recent collaborations with grammarians of different languages.

We’re talking about semantics here

2017 ◽  
Vol 24 (2) ◽  
pp. 196-233
Author(s):  
Ian Siebörger ◽  
Ralph Adendorff
Keyword(s):  
South Africa ◽  
South African ◽  
Procedural Knowledge ◽  
Systemic Functional Linguistics ◽  
The Other ◽  
Committee Report ◽  
Interactional Sociolinguistics ◽  
Code Theory ◽  
Affective Value ◽  
Legitimation Code Theory

Abstract This article describes how procedural knowledge is produced in a meeting of the South African parliament’s Portfolio Committee on Transport, using concepts from Systemic Functional Linguistics (SFL) and Legitimation Code Theory (LCT). Members of this committee argue over whether or not to amend a draft committee report and in the process co-construct procedural norms for future committee meetings. Participants on both sides of the argument use axiological condensation, in which actions and ideas are associated with each other and charged with a particular moral or affective value (Maton 2014: 130) to portray their version of the procedure to be followed as morally superior to that of their opponents. They also use axiological rarefaction (Maton 2014: 130) to reinforce their positions by making apparent concessions to those on the other side of the argument. This is revealed through an analysis of the coupling of ideation and Appraisal (Martin 2000: 161) in the logogenetic unfolding of members’ talk, combined with elements of Interactional Sociolinguistics (Gumperz 1982). The analysis suggests that axiological condensation and rarefaction in this meeting reflect competing visions of what it means to be ‘pro-democracy’ in post-apartheid South Africa.

Sign in / Sign up

Export Citation Format

Share Document