Gary G Fogal

Research interest in Shakespeare studies in mainstream English literature classrooms is a constant (Keilen Moschovakis, 2017). However, outside limited geographic regions of study (e.g., Germany), little is known about how Shakespeare is used to aid second language (L2) development—despite the ubiquitous attention Shakespeare’s works receive in L2 learning environments (Eisenmann Lütge, 2014). To address this gap, this study employs complex dynamic systems theory as an explanatory framework and adopts a system mapping approach (Fogal, 2022; Ludlow et al., 2017) to investigate how relevant stakeholders are seen to view Shakespeare studies as a tool for mediating L2 development across the teaching, learning, and administrative landscapes of a set of secondary schools in the Canadian province of Ontario. Findings describe stakeholders’ views as variegated and outline meaningful differences in how constituent groups interpret L2 Shakespeare studies. This work outlines recommendations for steering change that may foster L2 learning and initiates an agenda for continued research into how best to operationalize Shakespeare studies in ways that foster co-adaptive and emergent processes in the service of localized educational contexts. This study appeals to education scholars curious about the value of complex dynamic systems theory, L2 researchers interested in how literary studies can assist L2 learning, and instructors and curriculum designers focused on better understanding the landscape of L2 Shakespeare studies (and by extension, L2 literature studies) in the secondary school context. Keywords: complex dynamic systems; simplex systems; system mapping; Shakespeare; language education