This forum will explore the extent to which theory has played a role in empirical research on Task-Based Language Teaching (TBLT) for young L2 learners and highlight opportunities that exist for future research. To begin, the most relevant theoretical entities to TBLT will be introduced. This theoretical background will set the stage for the subsequent section–– a review of three empirical studies on task-based learning with young L2 learners: Newton and Bui (2017), Zhu (2020), and Azkarai and Oliver (2019). Then, the three studies are discussed with regard to the role theory plays. Finally, some trends that come to light through the review of the studies are identified, and arguments are made vis-à-vis the need for more theory-driven, principled approaches to the empirical research on TBLT with children.

In January 2000, Stephen Hawking predicted, “the next century will be the century of complexity” (Sanders, 2003). Indeed, complexity science, or the study of the structure and behavior of complex dynamic systems, has become increasingly popular as researchers aim to understand the complexity that surrounds us – e.g., rainforests, immune systems, the global economy, and language (Sanders, 2003). In fact, at the time that Stephan Hawking made his prediction, complexity science and systems thinking had already permeated numerous disciplines, including, and of particular interest to the current forum, second language acquisition (SLA).

Identifying changing patterns of stability and variability is crucial when examining second language development (SLD) from a complex dynamic systems theory (CDST) perspective (Larsen-Freeman, 2020). By studying attractor states, or recurrent patterns of stability, light can be shed on the underlying dynamics of a complex dynamic system (van Geert & Verspoor, 2015). In the context of SLD, attractor states can be observed in individuals’ linguistic behaviors, as well as learners’ interactions with others (Hiver, 2014; van Geert & Verspoor, 2015). As such, attractor states have been cited in recent SLD literature (e.g., Amerstorfer, 2020; Evans & Larsen-Freeman, 2020; Syed et al., 2021; Gillies & Roger, 2022). The conceptual unpacking of attractor states can therefore be invaluable for SLD scholars seeking to enter the realm of CDST. Accordingly, serving as a stepping stone for those looking to foray into the CDST paradigm, this forum piece offers a definition of attractor state, identifies and describes different types of attractor states, clarifies some possible misconceptions about attractor states, and provides a few examples of attractor states in SLD.

Theory plays a central role in the development of human knowledge. In essence, theory solves puzzles, or questions about observable phenomena that need to be answered, (Kuhn, 1996). Theorizing about solutions to these puzzles requires working at the edge of uncertainty, making bold postulations, and engaging in what renowned philosopher of science Karl Popper terms critical rationalism; it is through the development of theories that are falsifiable and the subsequent empirical testing of those theories that our knowledge about the world (i.e., of natural phenomena) will progress (Popper, 1968).

On May 9, 2022, the Studies in Applied Linguistics and TESOL (SALT) journal had the great pleasure of interviewing Dr. John McWhorter, the invited speaker for the 2022 APPLE Lecture Series hosted by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. McWhorter kindly took the time to speak about his work on language change, dialects, and language use. He also shared his career trajectory, tips for connecting with a wider audience, and advice for junior scholars.