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Part of
Complex Dynamic Systems Theory and L2 Writing Development
Edited by Gary G. Fogal and Marjolijn H. Verspoor
[Language Learning & Language Teaching 54] 2020
► pp. 271–294

Chapter 11
Unpacking ‘simplex systems’

Curricular thinking for L2 writing development

| 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: 4 June 2020
DOI logo
https://doi.org/10.1075/lllt.54.11fog
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Fogal, Gary G.
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Fogal, Gary G.
2022. System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective. International Review of Applied Linguistics in Language Teaching 60:1 ► pp. 103 ff. DOI logo
Fogal, Gary G.
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