ABSTRACT
This chapter explores the aspects of language teaching that are complex, not just complicated. It refers to a range of complexity theories, first highlighting their diversity and then focusing on the key theoretical frame, namely, dynamic systems theory. The chapter discusses the ways in which systems thinking might be employed in ELT and how this can be adapted in ways sensitive to the specific characteristics of the field. It focuses on possible implications of systemic frameworks for reflection and participant inquiry. The chapter discusses the potential implications of complexity thinking for the relationship between theory and practice and thus between practitioners and researchers. As Byrne and Callaghan suggest, complexity theories themselves are diverse and dynamic, and, whilst holding core characteristics, they can change according to their context of use. Larsen-Freeman and Cameron suggest setting the boundaries of systems in terms of functional wholes, collective sets of variables which together function as a CDS in a meaningful and recognisable way.
