chaos theory in language learning

7/30/2019 Chaos Theory in language learning

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Chaos Theory

Origin: Physics - weather systems

(deterministic non-periodic flow - Lorens, 1963)

Chaos:In the context of the theory = unpredictability


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1 Interconnectedness: exist in a network and are interconnect

Changes in one system might affect others

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

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

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

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

proportional

Core principles


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Physical particles X Human elements

How does CT relate to human behaviour?

Physicists have discovered that systems whose componentparts have the capacity to act collectively often showrecurrent features, even though they might seem to havenothing at all in common with one another (Ball, 2004: 5)

Humans follow recurrent patterns of behaviour when actingcollectively


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Recurrent pattern


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Urban planning Economy - Traffic - Marketing

Computer models can successfully predict

human collective behaviour

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


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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 itsparticipants, becoming self-regulated and self-adaptive

Non-linearity

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

Is the language classroom a complex system?


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Language teaching and learning as a complex system

Are there recurrent patterns?

Sociocultural Theory of Human development (STHUD) andresearch 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


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Do these patterns resemble Chaos Theory?

Behaviour emanates from the interaction of elements

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

This type classroom architecture is in accord with CT.

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


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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 andmoved away from authoritative classroom architecture

Learners reacted positively to changes implemented by the teachers

chaos theory in language learning

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