“…Those qualities are now increasingly foregrounded in several theoretical frameworks, among them chaos/complexity theory (see, for example, Larsen-Freeman, 2011, 2015a, 2015b, 2016, 2017), dynamic systems theory (de Bot, Lowie, & Verspoor, 2007), usage-based approaches (Cadierno & Eskildsen, 2015, especially the concluding chapter by Ortega, 2015), and sociocultural theory (Lantolf, 2006). While their appropriateness, descriptive and explanatory usefulness, and epistemological merits for understanding instructed learning and development remain topics of debate (see, for example, Cook, 2008; Hulstijn, Young, & Ortega, 2014; King & Mackey, 2016; Ortega, 2013; The Douglas Fir Group, 2016), it can fairly be said that they have moved from being alternative approaches (see Atkinson, 2011) to offering the possibility of a shared conceptual space within which the educational context is taken seriously (see, for example, contributions in Eskildsen & Majlesi, 2018).…”