Mapping the knowledge formations of language teachers within their pedagogic practices is underresearched, particularly for subject English, a multi-faceted, elusively defined discipline. Deeper knowledge of the pedagogy of subject English teachers is critical, especially within South African education, given the socio-economic power of English in a complexly multilingual and highly unequal society. This detailed, qualitative analysis of two KwaZulu-Natal Grade Ten English literature lessons, one Home Language (EHL) and one Additional Language (EAL), utilizing the Legitimation Code Theory (LCT) concepts of Specialization and Semantics, accounts for differences between two lessons that I previously analyzed, using Bernsteinian notions of classification and framing, in which they were very similarly categorized. This analysis reveals the value of LCT in illuminating significant points of similarity and difference across the lessons in terms of the types of literary gaze promoted and variations in the ranges and forms of abstraction and particularity across the lessons. Aspects of these are illustrated through semantic profile graphs, plotting changes of semantic gravity and semantic density. It also points to potential unearthing of some of the reasons for the alarming gap in literacy levels attained between the most and least economically advantaged sectors of the South African school system. LCT analysis reveals the potential for cumulative research into knowledge practices in language education and interventions to assist teachers in modeling and utilizing valued knowledge formations.