This paper addresses how teachers can be trained to enable cumulative knowledge-building. It focuses on the final intervention stage of the Disciplinarity, Knowledge and Schooling (DISKS) project at the University of Sydney. In this special issue, Maton identifies 'semantic waves' as a crucial characteristic of teaching for cumulative knowledge-building; and Martin explores a 'power trio' of intertwining linguistic resources which contribute to the creation of these waves. This paper draws on these complementary theoretical frameworks from Legitimation Code Theory and Systemic Functional Linguistics to explore their implications for teacher training. Specifically, it links one Year 11 Biology teacher's experience of new metalanguage and explicit pedagogy, in teacher training, to first attempts at classroom Joint Construction, a form of collaborative text creation. This paper then raises important issues regarding collaborations concerned with classroom interaction and knowledge-building practices. AbstractThis paper addresses how teachers can be trained to enable cumulative knowledge-building. It focuses on the final intervention stage of the Disciplinarity, Knowledge and Schooling (DISKS) project at the University of Sydney. In this special issue, Maton identifies 'semantic waves' as a crucial characteristic of teaching for cumulative knowledge-building; and Martin explores a 'power trio' of intertwining linguistic resources which contribute to the creation of these waves. This paper draws on these complementary theoretical frameworks from Legitimation Code Theory and Systemic Functional Linguistics to explore their implications for teacher training. Specifically, it links one Year 11 Biology teacher's experience of new

This paper considers the discourse of modern history in Australian secondary schools from the perspectives of systemic functional linguistics and social realist sociology of education. In particular it develops work on genre and field in history discourse in relation to knowledge structure, and the role of technical concepts realised as '-isms'. These are interpreted in relation to recent social realist work on the axiological charging of terms, especially in humanities and social science discourse, so that how you feel turns out to be as important as what you know as far as an historian's gaze on the past is concerned. This cosmological perspective is illustrated from textbooks and classroom interaction, examining the ways in which history students are apprenticed into relevant constellations of meaning.Key Words: History discourse, knowledge structure, Legitimation Code Theory, axiology, cosmology. 434Revista Signos 2010, 43(74) Cosmologías de la historia: Epistemología y axiología en el discurso de la historia en colegios secundarios australianos Este artículo aborda el discurso de la historia moderna en los colegios secundarios australianos, desde la perspectiva de la lingüística sistémica funcional y de la sociología realista de la educación. En particular, este trabajo estudia el género y el campo en el discurso de la historia en relación a la estructura de conocimiento y el rol de los conceptos técnicos realizados como '-ismos'. Estos son interpretados en relación a la investigación reciente en sociología realista sobre la carga axiológica de términos, especialmente en el discurso de las ciencias sociales y humanidades; de modo que cómo uno se siente resulta ser tan importante como lo que uno sabe en tanto cuanto la mirada del historiador acerca del pasado está involucrada. Esta perspectiva cosmológica se ilustra a partir de manuales e interacciones de sala de clases, examinando las formas en que los estudiantes de historia son formados en las constelaciones relevantes de significado.Palabras Clave: Discurso de la historia, estructura de conocimiento, Teoría del Código de la Legitimazación, axiología, cosmología.

Based on the theoretical understandings from Legitimation Code Theory (Maton, 2013) and Systemic Functional Linguistics (Martin, 2013) underpinning the research discussed in this special issue, this paper focuses on classroom pedagogy to illustrate an important strategy for making semantic waves in History teaching, namely temporal shifting. We begin with a brief contextualisation of how Legitimation Code Theory (LCT) and Systemic Functional Linguistics have been used together to investigate cumulative knowledge-building before outlining how the LCT concepts of semantic gravity and semantic density were enacted in linguistic terms for this research in order to understand the linguistic resources marshalled by actors in making semantic waves. The paper then moves on to consider temporality from both linguistic and sociological perspectives and to demonstrate how it is implicated in movements up and down the semantic scale to create semantic waves.

(2014). Retorno al modo: in/dependencia contextual en el discurso de las clases de historia antigua. Onomazein: revista de linguistica, filologia y traduccion, Número Especial IX ALSFAL 186-213.

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Creativity is recognised as an essential twenty-first century skill. Despite the significant volume of research on creativity, there remains considerable ambiguity in the way it is conceptualised within education. This study uses a qualitative approach to explore primary educators' (n = 9) perceptions of creativity in English, science, and history. Key questions include how creativity is conceptualised, how it manifests in the classroom and if, or how, descriptions vary across discipline areas. The results show that whilst primary educators struggle to describe creativity in the abstract, they can provide clear descriptions within their disciplinary context. Considerable differences in terms of creative thinking skills were detected in each represented discipline. In line with the literature, we suggest ways in which future research can elaborate on these creative thinking skills to reconceptualise the way creativity is developed and assessed within education.

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