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Knowledge Building with Low Proficiency English Language Learners: Facilitating Metalinguistic Awareness and Scientific Understanding in Parallel
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“I like sharing ideas because that means people learn”: Cultivating a Kindergarten Science Knowledge Building Community
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Ideational semiosis: a tri-stratal perspective on grammatical metaphor
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In: DELTA: Documentação e Estudos em Linguística Teórica e Aplicada; v. 36, n. 3 (2020) ; 1678-460X ; 0102-4450 (2021)
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The influence of outside foreign language and culture exposure in EFL classroom collaborative writing task
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Knowledge Building, Innovation Networks, and Robotics in Math Education
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Ideational semiosis: a tri-stratal perspective on grammatical metaphor
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 36, Iss 3 (2020) (2020)
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Foreign Language Learning In Knowledge Forums: using a knowledge-building forum in an EFL classroom
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El fenómeno «danmu» y la participación mediática: Comprensión intercultural y aprendizaje de lenguas a través de «El Ministerio del Tiempo»
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 58, 2019, pags. 19-29 (2019)
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Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis
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Preparing English language learners to be college and career ready for the 21st century: the leadership role of secondary school principals in the support of English language learners ...
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Problematising the present: the historical contribution of consultancy to early childhood education in Australia: 1960-1985
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Semantic density: a translation device for revealing complexity of knowledge practices in discourse, part 1—wording
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 2, 2017 (Ejemplar dedicado a: Lingüística Sistémico Funcional y Teoría de Códigos de Legitimación sobre educación y conocimiento), pags. 46-76 (2017)
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Abstract:
In education research ‘complexity’ is often viewed cognitively as a mental attribute and so the complexity of knowledge practices themselves remains underexplored. Legitimation Code Theory conceptualizes such complexity as ‘semantic density’, which describes how meanings are condensed and interrelated within knowledge practices. This concept is becoming widely enacted in education as a means of identifying and teaching highly-valued practices. As yet, how ‘semantic density’ could be enacted to analyse the discourse of actors remains uncertain. This paper is the first of two articles that introduce a means of enacting the concept in analysis of English discourse. Together they offer a ‘translation device’ that explores discourse for signs of the complexity of the knowledge being expressed. This first paper introduces tools for exploring how the wording used by actors realizes different strengths of ‘epistemic-semantic density’, where meanings are empirical descriptions or formal definitions. It provides typologies for identifying different kinds of wording and describes how these types manifest different degrees of complexity. Two contrasting examples, from a secondary school History classroom and a scientific research article, are analysed to illustrate the insights into complexity offered by these tools. In the second paper we build on these ideas with tools for analysing how words are combined to generate different degrees of increasing complexity, to enable a fuller understanding of knowledge-building
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Keyword:
complexity; knowledge-building; language of description; Legitimation code theory; semantic density; translation device
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URL: https://dialnet.unirioja.es/servlet/oaiart?codigo=6478401
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Condensation:: a translation device for revealing complexity of knowledge practices in discourse, part 2—clausing and sequencing
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0718-5758, Nº. 2, 2017 (Ejemplar dedicado a: Lingüística Sistémico Funcional y Teoría de Códigos de Legitimación sobre educación y conocimiento), pags. 77-110 (2017)
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Live lectures: the significance of presence in building disciplinary knowledge
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 1, 2017 (Ejemplar dedicado a: Lingüística Sistémico Funcional y Teoría de Códigos de Legitimación sobre educación y conocimiento), pags. 179-208 (2017)
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Crimes against children: an apparently terminological knowledge representation of entities in FunGramKB
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СОВЕРШЕНСТВОВАНИЕ СОЦИОКУЛЬТУРНОЙ ПОДГОТОВКИ СТУДЕНТОВ-ЛИНГВИСТОВ В ПРОЦЕССЕ ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ
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БРЫКСИНА ИРАИДА ЕВГЕНЬЕВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего профессионального образования «Тамбовский государственный университет имени Г. Р. Державина», 2016
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Indicators of Professional Development in Texts Written by Prospective Teachers
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In: ISSN: 1945-8959 ; Journal of Cognitive Education and Psychology, Vol. 14, No 1 (2015) pp. 4-27 (2015)
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Construing biology: An Ideational Perspective
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Hao, Jing. - : The University of Sydney, 2015. : Department of Linguistics, 2015. : Faculty of Arts and Social Sciences, School of Letters, Art and Media, 2015
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Promisingness Judgments as Facilitators of Knowledge Building in Elementary Science
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A dinâmica das interações em sala de aula e a construção do conhecimento científico
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