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Complexity Theory and translanguaging as pedagogy for ESL learner empowerment

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Abstract
Recent theories in second language education have highlighted the learner as a social being, who has agency and takes an active role in the language learning process. One recent theory of the social turn in second language education that is of relevance to ESL teaching is Complexity Theory (CT). In this article, we briefly explain how CT and the concept of affordance relate to the role of the teacher and the learners in the ESL classroom. We then discuss what teaching ESL through a CT lens inlvoves and argue that translanguaging as pedagogy can empower ESL learners and transform the ESL classroom into a more equitable and inclusive space.

Introduction
Second language education (SLE) has witnessed a significant shift in the past decades,  Continue Reading →

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