This article examines theoretical and methodological issues raised when Legitimation Code Theory (LCT) is used to investigate knowledge-building practices in online and face-to-face teaching environments where English is the medium of instruction (EMI) in non-Anglophone higher education (HE) contexts. The article introduces two dimensions of LCT,…

To promote rich discourse around scientific and engineering practices, teachers may turn to engineering design-based science curricula; however, this has discursive demands which have yet to be examined in a unit focused on integration of engineering and science. To investigate these discursive demands, we expand on the definition of discourse to…

Men outnumber women in the enrollment of science, technology, engineering, and mathematics (STEM) undergraduate majors. Course syllabi are distributed to students during open enrollment and provide key insights into the courses. A critical discourse analysis of introductory engineering syllabi at a 4-year public university revealed limited to no…

This study aimed to describe verbal student--teacher interactions in vocational education from a socio-cultural perspective on negotiation of meaning. Teaching as part of these interactions is addressed by a combination of diagnosing, checking and intervening strategies. A study was conducted in which students (n students = 20) and teacher (n…