J. R. Martin is a world-leading authority in systemic functional linguistics.

Karl Maton is the creator and architect of Legitimation Code Theory.

Y. J. Doran is a leading young scholar combining both frameworks in research.

All three are members of the LCT Centre for Knowledge-Building.

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

Karl Maton

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

Teresa Oteíza

Part IV: Academic Discourse in the Classroom

Chapter 8. Live Lectures: The Significance of Presence in Building Disciplinary Knowledge

Susan Hood

Chapter 9. Building A Pedagogic Metalanguage I: Curriculum Genres

David Rose

Chapter 10. Building A Pedagogic Metalanguage II: Knowledge Genres

David Rose

Index

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 new 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.