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From LCT to Power Trio - The Cooperation Between SFL and Sociology

Received: 21 March 2017     Accepted: 1 April 2017     Published: 10 January 2018
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Abstract

Over the past decade, systemic functional linguistics and Legitimation Code Theory (LCT) has been cooperating to offer insight into education, especially knowledge building. In the special issue of Linguistics and Education in 2013, Karl Maton highlights the significance of semantic waves in knowledge building. These semantic waves involve recurrent movements in the semantic gravity and semantic density. Based on this theory, considering the technicality and abstractness of high stake reading and writing expected from students, the functional linguist J. R. Martin put forward the practical concepts of power trio, including power words, power grammar and power composition as tools for teachers to use for purposes of knowledge building from the perspective of lexicon, clause and discourse. In this paper, specific attention is first paid to introduce the development of LCT to power trio. Finally, the paper will move on to raise important issues regarding the problems lies in the theories.

Published in International Journal of Education, Culture and Society (Volume 2, Issue 6)
DOI 10.11648/j.ijecs.20170206.19
Page(s) 213-217
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

LCT, Semantic Waves, Power Trio

References
[1] Maton, K. (2013). Making semantic waves: a key to cumulative knowledge-building. Linguistics and Education, 24 (1), 8-22.
[2] Freebody, P., Maton, K., & Martin, J. (2008). Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’. Australian Journal of Language and Literacy, 31, 188–201.
[3] Biglan, A. (1973a). The characteristics of subject matter in different academic areas. Journal of Applied Psychology, 53 (3), 195–203.
[4] Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
[5] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4–14.
[6] Kolb, D. A. (1981). Learning styles and disciplinary differences. In Chickering (Ed.), The Modern American College. Jossey-Bass: San Francisco.
[7] Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Oxford: Rowman & Littlefield.
[8] Christie, F., & Martin, J. R. (Eds.). (2007). Language, knowledge and pedagogy: Functional linguistic and sociological perspectives. London: Continuum.
[9] Christie, F., & Maton, K. (Eds.). (2011). Disciplinarily: Functional linguistic and sociological perspectives. London: Continuum.
[10] Maton, K., & Moore, R. (Eds.). (2010). Social realism, knowledge and the sociology of education: Coalitions of the mind. London: Continuum.
[11] Maton, K., Hood, S., & Shay, S. (Eds.). (2013). Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.
[12] Hood, S. (2010). Appraising research: Evaluation in academic writing. London: Palgrave.
Hood, S. (2013). Ethnographies on the move, stories on the rise: An LCT perspective on method in the humanities. In K. Maton, S. Hood, & S. Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.
[13] 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.
[14] Martin, J. R. (2013). Embedded literacy: knowledge as meaning. Linguistics and Education, 24 (1), 23-37.
[15] Martin, J. R. (2014). Revisiting field: “Semantic density” in ancient history & biology discourse. Paper presented at 41st International Systemic Functional Congress and Latin-American Systemic Functional Congress, Mendoza, Argentina.
[16] Martin, J. R. & Rose, D. (2014). Working with Discourse: meaning beyond the clause. Peking: Peking University Press. 188-196.
[17] Byrnes, H. (2012). Conceptualizing FL writing development in collegiate settings: a genre-based systemic functional linguistic approach. In R. M. Manchon (Ed.), L2 writing development: Multiple perspectives (pp. 190e218). Berlin: de Gruyter Mouton.
[18] Schleppegrell, M. J. (2001). Linguistic features of the language of schooling. Linguistics and Education, 12, 43-459.

[19] Schleppegrell, M. J. (2004). Technical writing in a second language: the role of grammatical metaphor. In L. J. Ravelli, & R. A. Ellis (Eds.), Analysing academic writing: Contextualized frameworks. New York: Continuum.

[20] Matruglio, E., Maton, K. & Martin, J. R. (2013) Time travel: the role of temporality in enabling semantic wves in secondary school teaching. Linguistics and Education, 21 (1) 38-49.
[21] Wu Geqi & Zhu Yongsheng. (2016). An analysis of power trio in three different genres in college English text books. Foreign Languages and Their Teaching, 60 (5), 50-58.
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  • APA Style

    Lu Huang, Liping Chen. (2018). From LCT to Power Trio - The Cooperation Between SFL and Sociology. International Journal of Education, Culture and Society, 2(6), 213-217. https://doi.org/10.11648/j.ijecs.20170206.19

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    ACS Style

    Lu Huang; Liping Chen. From LCT to Power Trio - The Cooperation Between SFL and Sociology. Int. J. Educ. Cult. Soc. 2018, 2(6), 213-217. doi: 10.11648/j.ijecs.20170206.19

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    AMA Style

    Lu Huang, Liping Chen. From LCT to Power Trio - The Cooperation Between SFL and Sociology. Int J Educ Cult Soc. 2018;2(6):213-217. doi: 10.11648/j.ijecs.20170206.19

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  • @article{10.11648/j.ijecs.20170206.19,
      author = {Lu Huang and Liping Chen},
      title = {From LCT to Power Trio - The Cooperation Between SFL and Sociology},
      journal = {International Journal of Education, Culture and Society},
      volume = {2},
      number = {6},
      pages = {213-217},
      doi = {10.11648/j.ijecs.20170206.19},
      url = {https://doi.org/10.11648/j.ijecs.20170206.19},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20170206.19},
      abstract = {Over the past decade, systemic functional linguistics and Legitimation Code Theory (LCT) has been cooperating to offer insight into education, especially knowledge building. In the special issue of Linguistics and Education in 2013, Karl Maton highlights the significance of semantic waves in knowledge building. These semantic waves involve recurrent movements in the semantic gravity and semantic density. Based on this theory, considering the technicality and abstractness of high stake reading and writing expected from students, the functional linguist J. R. Martin put forward the practical concepts of power trio, including power words, power grammar and power composition as tools for teachers to use for purposes of knowledge building from the perspective of lexicon, clause and discourse. In this paper, specific attention is first paid to introduce the development of LCT to power trio. Finally, the paper will move on to raise important issues regarding the problems lies in the theories.},
     year = {2018}
    }
    

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    AB  - Over the past decade, systemic functional linguistics and Legitimation Code Theory (LCT) has been cooperating to offer insight into education, especially knowledge building. In the special issue of Linguistics and Education in 2013, Karl Maton highlights the significance of semantic waves in knowledge building. These semantic waves involve recurrent movements in the semantic gravity and semantic density. Based on this theory, considering the technicality and abstractness of high stake reading and writing expected from students, the functional linguist J. R. Martin put forward the practical concepts of power trio, including power words, power grammar and power composition as tools for teachers to use for purposes of knowledge building from the perspective of lexicon, clause and discourse. In this paper, specific attention is first paid to introduce the development of LCT to power trio. Finally, the paper will move on to raise important issues regarding the problems lies in the theories.
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Author Information
  • School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China

  • School of Foreign Languages and Cultures, Nanjing Normal University, Nanjing, China

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