System mapping simplex spaces: facilitating change in L2 educational contexts from a complexity theory perspective

Abstract

Abstract The claim that educational contexts are dynamic, complex spaces is hardly a novel one. Yet, to date limited explicit treatment in the literature engages L2 classrooms as such. This paucity is partially explained by methodological concerns with investigating diverse and contextually dense places in ways that capture the richness of these environments. While no single method can mitigate this concern, system mapping can help researchers explore system dynamics through a mapping technique that diagrams system variables through the interpretive lens of relevant stakeholders. Stakeholders engage with variables relative to a guiding statement, question, or objective meaningful to the system’s development or maintenance, thus providing insights into interactions across and beyond the conventional teacher–student interface. System mapping is particularly useful for problem solving and developing in-depth understandings of relations across system components. After describing and expanding on system mapping and its uses in education research, this work moves through a sample study in the L2 writing context to demonstrate its utility.