THE LANGUAGE TEACHING IN A COMPLEX APPROACH

Abstract

The paper explores Complexity Theory, also known as Dynamic Systems or Complex Adaptive Systems (CASs), as a theoretical construct capable of describing and explaining phenomena of formal education, of the context of the school and the classroom, in language teaching . The SACs represent a relevant aspect for an analysis of these contexts because they explore natural phenomena, such as language teaching and learning, taking into account the interaction produced by different agents and elements, viewing them as a complex system. Currently, several authors have been exploring the phenomena of linguistic development in line with complexity (LARSEN-FREEMAN, 2002; DE BOT, LOWIE and VERSPOOR, 2007; ELLIS, 2008; DE BOT, 2008; FERYOK, 2010, for example). In Brazil, this aspect is gradually taking places in studies on language phenomena (NASCIMENTO, 2011; FLEISCHER, 2011; SOUZA, 2011; CRISTÓFARO-SILVA 2001, 2003, 2006; LIMA JUNIOR, 2013, 2016; KUPSKE E ALVES 2017; for example). The approach used here is theoretical analysis and aims to demonstrate the knowledge and concepts of the proposed theory applied to the context of formal education and language teaching. From that, it is concluded that there is a contribution of this theoretical field to the occurrences in the language teaching classroom, helping to understand the complex phenomenon of teaching and learning.

KEYWORDS: Complexity Theory. Classroom. Language Teaching.