Abstract
If we assume that language is a complex adaptive system, the learner is a complex adaptive system, and the teaching and learning is a dynamic process – in which all relevant cognitive, physical, and social systems interact over time – then we must attend to all these systems and their relevant sub-systems when we evaluate existing or newly created pedagogical models. Even though details may have changed over the last two decades since Complex Dynamic Systems Theory (CDST) was introduced in SLA, the approach has implicitly or explicitly always viewed language itself as form-meaning-use mappings at all levels, and language learning and language teaching as dynamic processes. In this chapter I reflect on the main insights offered by CDST on L2 teaching and explore explicitly the links to Complexity and Dynamic Systems Theory, ending with a list of practical implications for good practices in language classrooms.
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