Article published in:
Australian Review of Applied Linguistics
Vol. 43:3 (2020) ► pp. 228246
References

References

Aitchison, C. C., & Scraton, S.
(2007) Sport and gender identities. New York, NY: Routledge Press. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Bernstein, B.
(1975) Class and pedagogies: Visible and invisible. Educational studies, 1(1), 23–41. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Boughey, C., & McKenna, S.
(2016) Academic literacy and the decontextualised learner. Critical Studies in Teaching and Learning, 4(2), 1–9.Google Scholar
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. CrossrefGoogle Scholar
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
Chare, N.
(2014) Literary veins: Women’s bodybuilding, muscle worship and abject performance. Performance Research, 19(1), 91–101. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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 at http://​www​.legitimationcodetheory​.com].
(2016) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics. Teaching in Higher Education, 21(2), 123–137. CrossrefGoogle Scholar
Clarence, S., & McKenna, S.
(2017) Developing academic literacies through understanding the nature of disciplinary knowledge. London Review of Education, 15(1), 38–49. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Connell, R. W., & Messerschmidt, J. W.
(2005) Hegemonic masculinity: Rethinking the concept. Gender & society, 19(6), 829–859. CrossrefGoogle Scholar
Coyle, D.
(2008) CLIL - a pedagogical approach from the European perspective. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of language and education (2nd ed., Volume 4: Second and Foreign Language Education) (pp. 97–111). New York: Springer Science+Business Media, LLC. CrossrefGoogle Scholar
Curry, T. J.
(1993) The effects of receiving a college letter on the sport identity. Sociology of sport Journal, 10(1), 73–87. CrossrefGoogle Scholar
Deng, Z.
(2018) Bringing knowledge back in: perspectives from liberal education. Cambridge Journal of Education, 48(3), 335–351. CrossrefGoogle Scholar
Derewianka, B.
(2003) Trends and issues in genre-based approaches. RELC journal, 34(2), 133–154. CrossrefGoogle Scholar
Durkheim, E.
(1933)  The division of labor in society (G. Simpson, Trans.). New York: Macmillan.Google Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Halliday, M. A., & Hasan, R.
(1976) Cohesion in English. London: Longman.Google Scholar
Jacobs, C.
(2013) Academic literacies and the question of knowledge. Journal for Language Teaching, 47(2), 127–40. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Marsh, D., & Frigols, M. J.
(2013) Content and language integrated learning. In C. Chapelle (Ed.), Blackwell Encyclopedia of Applied Linguistics (pp. 911–20). Oxford: Blackwell.Google Scholar
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
Martin, J. R.
(2017) Revisiting field: Specialized knowledge in secondary school science and humanities discourse. Onomázein, 1, 111–148. CrossrefGoogle Scholar
Martin, J. R., & Rose, D.
(2005) Designing literacy pedagogy: Scaffolding asymmetries. In J. Webster, C. Matthiessen & R. Hasan (Eds.), Continuing discourse on language (pp. 251–280). London: Continuum.Google Scholar
(2007) Interacting with text: The role of dialogue in learning to read and write. Foreign Languages in China, 4(5), 66–80.Google Scholar
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. CrossrefGoogle Scholar
(2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge building. British Journal of Sociology of Education, 30(1), 43–57. CrossrefGoogle Scholar
(2011) Theories and things: The semantics of disciplinarity. In F. Christie & K. Maton (Eds.), Disciplinarity: Functional linguistic and sociological perspectives (pp. 62–84). London: Continuum.Google Scholar
(2013) Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8–22. CrossrefGoogle Scholar
(2014a) Building powerful knowledge: The significance of semantic waves. In B. Barrett & E. Rata (Eds.), Knowledge and the future of the curriculum (pp. 181–197). London: Palgrave Macmillan. CrossrefGoogle Scholar
(2014b) Knowledge and knowers: Towards a realist sociology of education. London: Routledge.Google Scholar
(2016) Legitimation Code Theory: Building knowledge about knowledge- building. In K. Maton, S. Hood, & S. Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory (pp. 1–24). London: Routledge.Google Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
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. CrossrefGoogle Scholar
Morton, T.
(2010) Using a genre-based approach to integrating content and language in CLIL: The example of secondary history. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), Language use and language learning in CLIL classrooms (pp. 81–104). Amsterdam, the Netherlands: John Benjamins. CrossrefGoogle Scholar
Mitchell, R. L. G.
(2010) Approaching common ground: Defining quality in online education. New Directions for Community Colleges, 150, 89–94. CrossrefGoogle Scholar
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
Szenes, E., Tilakaratna, N., & Maton, K.
(2015) The knowledge practices of critical thinking. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education (pp. 573–591). Palgrave Macmillan, New York. CrossrefGoogle Scholar
Yates, L., & Collins, C.
(2010) The absence of knowledge in Australian curriculum reforms. European Journal of Education, 45, 89–102. CrossrefGoogle Scholar