The chapter presents an integrated proposal for viewing
CDST-inspired inquiry into L2 writing development under a curricular optic.
After establishing the need for an object theory of language that aligns
with the principles of complexity theory, it considers how the educational
setting itself, composing abilities and their development, and the agentive
L2 writer might be imagined within a complexity theory approach. On that
basis it posits that the educational construct of curriculum, interpreted as
a subsystem of the complex system of formal education, can provide an
environment for studying L2 writing development in an educationally
motivated, holistic, and dynamic way that interprets the L2 composer’s
evolving agency toward textual meaning-making in light of the structures,
processes, and affordances that hold in a particular educational setting.
The chapter concludes by considering broader theoretical, research, and
education-oriented implications of such a proposal.
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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.
2022. Heidi Byrnes's essential bookshelf: Curriculum. Language Teaching► pp. 1 ff.
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