On teachers, clocks and perturbations: What complex dynamic systems theory means for the language classroom
DOI:
https://doi.org/10.51751/dujal27670Keywords:
second language teaching, complex dynamic systems theory, L2 development, language assessmentAbstract
In this response to Lowie (2026), we discuss what practical implications may follow from a complex dynamic systems theory approach to second language learning and teaching.
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Copyright (c) 2026 Sible Andringa, Janine Berns, Nivja de Jong, Bert Le Bruyn, Maaike Koffeman, Marjon Tammenga
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