Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices

This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across acad...
Ausführliche Beschreibung

Gespeichert in:

Autor*in:	Argüelles-Álvarez, Irina [verfasserIn] Morton, Tom [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2023

Schlagwörter:	English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity

Übergeordnetes Werk:	Enthalten in: Journal of English for academic purposes - Amsterdam [u.a.] : Elsevier Science, 2002, 65
Übergeordnetes Werk:	volume:65

DOI / URN:	10.1016/j.jeap.2023.101285

Katalog-ID:	ELV064350975

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author_variant	i a á iaá t m tm
matchkey_str	argelleslvarezirinamortontom:2023----:snlgtmtocdtertivsiaenlsmdulcuesnw
hierarchy_sort_str	2023
publishDate	2023
allfields	10.1016/j.jeap.2023.101285 doi (DE-627)ELV064350975 (ELSEVIER)S1475-1585(23)00071-1 DE-627 ger DE-627 rda eng 400 VZ Argüelles-Álvarez, Irina verfasserin (orcid)0000-0003-3528-3293 aut Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them. English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity Morton, Tom verfasserin aut Enthalten in Journal of English for academic purposes Amsterdam [u.a.] : Elsevier Science, 2002 65 Online-Ressource (DE-627)363751513 (DE-600)2105458-7 (DE-576)259486035 nnns volume:65 GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-ANG GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 65
spelling	10.1016/j.jeap.2023.101285 doi (DE-627)ELV064350975 (ELSEVIER)S1475-1585(23)00071-1 DE-627 ger DE-627 rda eng 400 VZ Argüelles-Álvarez, Irina verfasserin (orcid)0000-0003-3528-3293 aut Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them. English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity Morton, Tom verfasserin aut Enthalten in Journal of English for academic purposes Amsterdam [u.a.] : Elsevier Science, 2002 65 Online-Ressource (DE-627)363751513 (DE-600)2105458-7 (DE-576)259486035 nnns volume:65 GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-ANG GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 65
allfields_unstemmed	10.1016/j.jeap.2023.101285 doi (DE-627)ELV064350975 (ELSEVIER)S1475-1585(23)00071-1 DE-627 ger DE-627 rda eng 400 VZ Argüelles-Álvarez, Irina verfasserin (orcid)0000-0003-3528-3293 aut Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them. English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity Morton, Tom verfasserin aut Enthalten in Journal of English for academic purposes Amsterdam [u.a.] : Elsevier Science, 2002 65 Online-Ressource (DE-627)363751513 (DE-600)2105458-7 (DE-576)259486035 nnns volume:65 GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-ANG GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 65
allfieldsGer	10.1016/j.jeap.2023.101285 doi (DE-627)ELV064350975 (ELSEVIER)S1475-1585(23)00071-1 DE-627 ger DE-627 rda eng 400 VZ Argüelles-Álvarez, Irina verfasserin (orcid)0000-0003-3528-3293 aut Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them. English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity Morton, Tom verfasserin aut Enthalten in Journal of English for academic purposes Amsterdam [u.a.] : Elsevier Science, 2002 65 Online-Ressource (DE-627)363751513 (DE-600)2105458-7 (DE-576)259486035 nnns volume:65 GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-ANG GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 65
allfieldsSound	10.1016/j.jeap.2023.101285 doi (DE-627)ELV064350975 (ELSEVIER)S1475-1585(23)00071-1 DE-627 ger DE-627 rda eng 400 VZ Argüelles-Álvarez, Irina verfasserin (orcid)0000-0003-3528-3293 aut Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices 2023 nicht spezifiziert zzz rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them. English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity Morton, Tom verfasserin aut Enthalten in Journal of English for academic purposes Amsterdam [u.a.] : Elsevier Science, 2002 65 Online-Ressource (DE-627)363751513 (DE-600)2105458-7 (DE-576)259486035 nnns volume:65 GBV_USEFLAG_U GBV_ELV SYSFLAG_U SSG-OPC-ANG GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_187 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2034 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2088 GBV_ILN_2106 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2470 GBV_ILN_2507 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4242 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4338 GBV_ILN_4393 GBV_ILN_4700 AR 65
language	English
source	Enthalten in Journal of English for academic purposes 65 volume:65
sourceStr	Enthalten in Journal of English for academic purposes 65 volume:65
format_phy_str_mv	Article
institution	findex.gbv.de
topic_facet	English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity
dewey-raw	400
isfreeaccess_bool	false
container_title	Journal of English for academic purposes
authorswithroles_txt_mv	Argüelles-Álvarez, Irina @@aut@@ Morton, Tom @@aut@@
publishDateDaySort_date	2023-01-01T00:00:00Z
hierarchy_top_id	363751513
dewey-sort	3400
id	ELV064350975
language_de	englisch
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author	Argüelles-Álvarez, Irina
spellingShingle	Argüelles-Álvarez, Irina ddc 400 misc English medium instruction (EMI) misc Legitimation code theory (LCT) misc Knowledge building misc Semantics misc Semantic density misc Semantic gravity Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices
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topic_title	400 VZ Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices English medium instruction (EMI) Legitimation code theory (LCT) Knowledge building Semantics Semantic density Semantic gravity
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title	Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices
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title_full	Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices
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title_sort	using legitimation code theory to investigate english medium lecturers’ knowledge-building practices
title_auth	Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices
abstract	This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them.
abstractGer	This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them.
abstract_unstemmed	This study uses Legitimation Code Theory (LCT) to examine the knowledge-building practices of two lecturers teaching computing courses through English as a medium of instruction (EMI) at a Spanish university. LCT is a sociological framework for exploring and improving knowledge practices across academic and other fields of activity. The study uses the LCT dimension of Semantics, which sees knowledge building in terms of condensation of meaning (semantic density) and context-dependence (semantic gravity). Five video-recorded sessions were transcribed and coded using the text annotation software CorpusTool, and the analysis traced variation in semantic density and gravity over the teaching sessions (both within and across the two lecturers’ practices). The findings show that the lecturers dealt with complexity of meaning and context-relatedness in ways which reflected the nature of the content topic and the teaching activity. There was evidence that they used “semantic waves” (movements between higher and lower semantic density and stronger and weaker semantic gravity) to build knowledge cumulatively over the sessions. We identify implications for the professional development of EMI lecturers, arguing that LCT Semantics has the potential to help lecturers see connections between their disciplinary knowledge building practices and the communicative resources used to enact them.
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title_short	Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices
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up_date	2024-07-06T20:22:43.232Z
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Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices

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