Academic discourse is the gateway not only to educational success but to worlds of imagination, discovery and accumulated wisdom. Understanding the nature of academic discourse and developing ways of helping everyone access, shape and change this knowledge is critical to supporting social justice. Yet education research often ignores the forms taken by knowledge and the language through which they are expressed. This volume comprises cutting-edge work that is bringing together sociological and linguistic approaches to access academic discourse.
Systemic functional linguistics (SFL) is a long-established and widely-known approach to understanding language. Legitimation Code Theory (LCT) is a younger and rapidly growing approach to exploring and shaping knowledge practices. Now evermore research and practice are using these approaches together. This volume presents cutting-edge advances from this inter-disciplinary dialogue, focusing on state-of-the-art work in SFL provoked by its productive dialogue with LCT. It showcases work by the leading lights of both approaches, including the foremost scholar of SFL and the creator of LCT. Chapters introduce key ideas from LCT, new conceptual developments in SFL, studies using both approaches, and guidelines for shaping curriculum and pedagogy to support access to academic discourse in classrooms.
The book is essential reading for all appliable and educational linguists, as well as scholars and practitioners of education and sociology.
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
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
Part IV: Academic Discourse in the Classroom
Chapter 8. Live Lectures: The Significance of Presence in Building Disciplinary Knowledge
Chapter 9. Building A Pedagogic Metalanguage, I: Curriculum Genres
Chapter 10. Building A Pedagogic Metalanguage II: Knowledge Genres
Legitimation Code Theory (LCT) first emerged as a framework for the study of knowledge and education and is now being used to analyse a growing range of different practices. It builds on the ideas of Bernstein and Bourdieu and integrates insights from diverse fields including linguistics, literary criticism, physics and anthropology. Taking an innovative multidisciplinary approach, this series presents work that uses LCT to explore and generate knowledge-building in education. The books focus on everything from cutting-edge developments in theory to new forms of educational practice, and spring from a wide range of disciplines – from physics to ballet, and dentistry to design.