Chapter published in:
Complex Dynamic Systems Theory and L2 Writing DevelopmentEdited by Gary G. Fogal and Marjolijn H. Verspoor
[Language Learning & Language Teaching 54] 2020
► pp. 271–294
Chapter 11Unpacking ‘simplex systems’
Curricular thinking for L2 writing development
Gary G. Fogal | Sophia University
Following on Byrnes’ call (2018; this volume) to widen the scope of a complex
dynamic systems theory (CDST) view of L2 writing, this chapter explores
writing beyond the level of developmental processes. To do so, this work
operationalizes ‘simplex systems’ (van
Geert & Steenbeek, 2014) through an exploratory case study
that examines how stakeholders in an English-medium actuary science program
in a Thai university interpret the influence of different program-wide
variables on developing L2 writing. Data underscore how structures of the
program (e.g., the soft-assembly of orientations to time across constituent
groups) benefitted all stakeholders. The findings help move L2 writing,
CDST-related research in a new direction and demonstrate how exploring
simplex systems can impact how writing development is envisioned,
researched, and nurtured longitudinally through a curriculum.
Keywords: CDST, L2 writing, curriculum, development, system mapping
Article outline
- Introduction
- Complex and simplex systems
- A curricular frame for simplex systems
- Uses of simplex systems and curricular thinking
- The present study
- Method
- Background and context for the study
- Participants
- Instruments
- Analysis
- Findings
- Discussion
- Moving forward
- Conclusion
-
References
Published online: 04 June 2020
https://doi.org/10.1075/lllt.54.11fog
https://doi.org/10.1075/lllt.54.11fog
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Cited by
Cited by 2 other publications
Fogal, Gary G.
Fogal, Gary G.
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