Language Curriculum Development from a Complex Non-linear System Perspective.

The journal article entitled Language Curriculum Development from a Complex

Nonlinear System Perspective was done by Hassan Soleimani and Majid Gheilichi and
published in 2014. It was published by Jurnal Pendidikan Malaysia, 39(2)(2014): 125 131.
Soleimani and Gheilichi, (2014), focus on the features of the complex non-linear system and its
application in language curriculum development. Language is seen as a complex and dynamic
system as a whole, thus, the application of complex non-linear system into the language
curriculum development is comprehensible. The authors aim to highlight the implementation of
language curriculum development by using the complex non-linear system and give consistent
emphasize on the linearity between elements required and phases taken in both language
curriculum and complex non-linear system. Moreover, they stress on the similarities in the
features of language and the complex non-linear respectively. This is because the similarities
between both features facilitate the application of the complex non-linear system into designing
the language curriculum. However, the authors also alert that the application of the complex
nonlinear system into designing the language curriculum may also result in some undesirable and
exponentially different outcomes, (Soleimani and Gheilichi, 2014).
The concepts of the complex non-linear system were well organized, sectioned, and
reported objectively by the authors. The first section of the article explained about the models
and approaches to curriculum development and their commonalities and the authors gradually
moved to the purpose of the article by stating the linearity assumptions between the language
curriculum and the complex non-linear system and later discussed the chaos-complexity theory
features of the complex non-linear systems and their application to the process of developing,
implementing and evaluating a language curriculum, in which the similar features are stated. The
features include dynamic, complex, non-linear, chaotic, unpredictable and sensitive to initial
conditions, open, self organizing, feedback sensitive, adaptive and having strange attractors
which later discussed and explained in details in the article. The core of the article was then
interpreted and explicitly demonstrated through the stated features in the article along with clear
and strong supporting details from previous researches. Thus, readers can see that the purpose
was clearly explained and concisely stated and also could see the central of integrating language

curriculum development using the complex non-linear system as it progressed from one feature
to another. Significantly, these points tend to lead the readers to easily agree with the title.
First of all, it is important to look into the differences and commonalities of the features
between the linear and non-linear system before clarifying on the features in complex non-linear
system that can be implement in language curriculum development. The linear system is a rigid,
step by step process in contrast with the non-linear system whereby it is more flexible. The linear
system has to start from objectives, content, methods and ends with evaluations. Meanwhile, the
non-linear system can start its development from any of the elements. (Seyyedrezae, 2014). On
the other hand, according to Nation and Macalister, (2010), the commonalities include needs
analysis, environment or context analysis, formulation of objectives, content and methodology,
assessment and evaluation. Besides that, both systems undergo the same process and acquire
same components in curriculum development. Markedly, the similar concept is conveyed
between both systems even though different authors used different terminology. For example, the
term beliefs and principles, context and environment and content and sequencing and
organizing the materials. These terms carry the same concepts and views in each conceptual
category. (Soleimani and Gheilichi, 2014). Hence, the authors believed it is acceptable to argue
that the features of the complex system can be applied to all curriculum development models.
Next, the authors stressed that the features of the complex non-linear system are similar
to language curriculum development as they elaborate on the linearity assumptions between
language curriculum and complex non-linear system. Hassan, (2014), stated that there are 12
common characteristics of the complex theory and the process of second language acquisition
which are dynamic, complex, non-linear, chaotic, feedback sensitive, strange attractor,
unpredictable, open, self-organizing, adaptive and fractal. Then, the authors divide these 12
characteristics into three different clusters. The first cluster is curriculum development is
dynamic, complex and nonlinear, so thus the learner inter-language development. Each
individual experiences distinct social and psychological phenomenon. Learning in the natural
environment was situational. These interactions are dynamic whereby the change in one could
cause the change in the other. The range of connection is in any action is tied into the web of
connections to multiple systems. Thus, explain the complexity of the system. The second cluster
is complex nonlinear system is chaotic, unpredictable and sensitive to initial conditions.

According to Cvetek, (2005), as cited in Soleimani and Gheilichi, (2014), every teacher knows
that in spite of the lesson plan prepared prior to the lesson, it is impossible to predict what
happen at any time in the lesson. Teachers have to prepare to whatever situations that might
occur during the lesson. Markedly, the statement explains the chaotic, unpredictable and
sensitive to initial conditions of the system whereby teachers have to prepare themselves to any
undesirable and unexpected outcomes during the lesson. Lastly, the third cluster is complex
nonlinear system is open, self-organizing, feedback sensitive and adaptive so thus the language
curriculum development. Language acquisition process is also open, there are continuous inputs
and the interlanguage system is self-organizing. This means that there is restructuring in the
interlanguage. Conditions also propose that minor changes at a process may result in different
and unpredictable outcomes. (Teimourtash & Shakouri, 2014). Hence, the complex non-linear
system is adaptive because it keeps reacting and changing to feedback it receives.
Language curriculum development involved many heterogeneous elements such as
teachers, students, courses and others. Each of these elements is dependent and intertwines with
each other. As the acquisition in learners occurred, learning output becomes the input of the next
cycle. Moreover, the fact that different people understand the information differently made the
learners gained different input out of the teaching and learning process. Nevertheless, it is
important to realize that every system has its flaws. Thus, there is no single efficient way of
developing the curriculum. Therefore, future language teachers and language learners should
plan for the complexity and unpredictability of the language curriculum. Good teachers or even
good curriculum designers are like jazz musicians responding and improvising to the critical
points in their music, Iannone`s (1995). The above statement explains that curriculum designers
and teachers have to realize that no formula, rule or theory ever works perfectly with every group
of learners. The current scientific deterministic paradigm is based on the assumption that if you
have preset goals written out and so-called appropriate teaching methods and evaluation
processes, everything should work out. However, it is crucial to know that not everything is
working out. Thus, improvisation is always necessary in terms of developing the language
curriculum and implementing it. The interplay between order and disorder in establishing,
developing and implementing the language curriculum is undoubtedly the characteristic that
need to be accommodated according to the elements in both linear and non-linear system.