A holistic, longitudinal, ecological, and usage-based approach to inform language pedagogy

Author(s)

DOI:

https://doi.org/10.51751/dujal27663

Keywords:

Dynamic Usage based, L2 pedagogy, complex dynamic systems

Abstract

This contribution links usage-based language views with CDST, showing their complementarity and their application into the Dynamic Usage-Based (DUB) pedagogy. Data from an L2 French case-study with two absolute beginners reveal non-linear development: despite similar backgrounds and endpoints, learners follow unique learning trajectories. This underscores the individuality of language learning within one classroom.

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Author Biographies

  • Marije Michel, University of Groningen

    University of Groningen

    European Languages and Cultures

    Chair of Second Language Acquisition

    Full Professor

  • Marjolijn Verspoor, University of Groningen, University of Pannonia

    Marjolijn Verspoor is a professor of English language and English as a second language at the university of Groningen, Netherlands and the university of Pannonia, Hungary. She is known for her work on second language development and Complex Dynamic Systems Theory. Her publications have appeared in various edited books and journals.

References

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de Bot, K., Lowie,W., Thorne,S., & Verspoor, M. (2013). Dynamic systems theory as a comprehensive theory of second language development. In M. P. Garcia Mayo & M. Adrian (Eds.), Contemporary approaches to second language acquisition (pp. 199–220). John Benjamins. https://doi.org/10.1075/aals.9.13ch10

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Salama, M., Rousse-Malpat, A., & Michel, M. (2026, in press) Making the Case for Dynamic Usage-based TBLT. Task - Journal of Task-based Language Teaching.

Verspoor, M. H., & Schmitt, N. (2012). Language and the lexicon in SLA. In The Routledge encyclopedia of second language acquisition (pp. 353-360). Routledge.

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Published

14-10-2026

Issue

ViewPoints: On the dynamics of an academic life

Section

Viewpoints

License

Copyright (c) 2026 Audrey Rousse-Malpat, Marije Michel, Marjolijn Verspoor

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Rousse-Malpat, A., Michel, M., & Verspoor, M. (2026). A holistic, longitudinal, ecological, and usage-based approach to inform language pedagogy. Dutch Journal of Applied Linguistics. https://doi.org/10.51751/dujal27663