Unpacking ‘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

Published online: 04 June 2020
https://doi.org/10.1075/lllt.54.11fog

Cited by

Cited by 1 other publications

Fogal, Gary G.

2021. System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective. International Review of Applied Linguistics in Language Teaching 0:0

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