Chaos Theory

Origin: Physics - weather systems

(deterministic non-periodic flow - Lorens, 1963)

Chaos:In the context of the theory = unpredictability

Core principles
1 Interconnectedness: exist in a network and are interconnect Changes in one system might affect others

Multilayered structure: fractal structures same basic organizational structure at a multitude of levels.

Inversely proportional complexity: each layer exhibits particular complexity. The smaller the scale; the more complex it becomes.

Homeostasis: behaviour emerge from the interplay between elements self-regulation self-adaptability

Non-linearity: development is not linear and input-output not proportional

Physical particles X Human elements

How does CT relate to human behaviour?

Physicists have discovered that systems whose component parts have the capacity to act collectively often show recurrent features, even though they might seem to have nothing at all in common with one another (Ball, 2004: 5)

Humans follow recurrent patterns of behaviour when acting collectively

 Recurrent pattern

Computer models can successfully predict human collective behaviour

Urban planning Economy - Traffic - Marketing

Models are used to predict how large groups behave in stress situations in order to place emergency exits and plan for evacuation in events and buildings

Is the language classroom a complex system?

The four core principles of CT are recognized in Language teaching and learning
Interconnectedness
The language classroom is connected to many other systems such as participants personal contexts; the societies to which it belongs, etc.

Multilayered structure
Classroom: the school; the local, State, and national school system, etc. Participants: Physical, Psychological, sociocultural, etc.

Inversely proportional complexity

A classroom at micro level is much more complex than a school at macro level

Homeostasis
Classrooms can be organized in a way which permits its behaviour to emerge from the interaction of its participants, becoming self-regulated and self-adaptive

Non-linearity
Language learning is not linear and there is no definite relation between input and output

Language teaching and learning as a complex system

Are there recurrent patterns?
Sociocultural Theory of Human development (STHUD) and research in Psychology and Education suggest that there are.
STHUD
people learn by doing things together cognitive development is rooted in social interaction every higher mental function is divided between two people

Research learners need to be given meaningful epistemic roles Authoritative classroom architecture does not promote learning

Do these patterns resemble Chaos Theory?

Behaviour emanates from the interaction of elements

These patterns seem to point to a model of classroom architecture in which interaction between participants is facilitated, which calls for a more egalitarian power balance between teacher and learners.

This type classroom architecture is in accord with CT.

A considerable body of research investigated the application of such models in main stream education and yielded positive results.

Dialectic Systems Paradigm

Amalgam of STHUD, CT and Dialectics

Self-adaptive model of Language Teacher Education

Experimental implementation in Brazil

Participant teachers embraced some of the principles suggested and moved away from authoritative classroom architecture

Learners reacted positively to changes implemented by the teachers