CONTENTS

Preface

Acknowledgments

1. Creativity and Language Teaching

Rodney H. Jones and Jack C. Richards

Section One: Theoretical Perspectives

2. Language and Creativity

Rodney H. Jones

3. Creativity and Language Learning

Rod Ellis

4. Conceptualizing Creativity and Culture in Language Teaching

Karen Densky

5. The Vexed Nature of Language Teaching and Learning

James Paul Gee

6. Translating Writing Worlds: Writing as a Poet, Writing as an Academic

Jane Spiro and Sue Dymoke

Section Two: Creativity in the Classroom

7. Exploring Creativity in Language Teaching

Jack C. Richards and Sara Cotterall

8. Creativity in Language Teaching: Voices from the Classroom

Simon Coffey and Constant Leung

9. Creativity through Inquiry Dialogue

Philip Chappell

10. Critical Creativity and Multilingual Texts

Julie Choi

Section Three: Creativity in the Curriculum

11. Creativity in the Curriculum

Kathleen Graves

12. Creativity and Technology in Second Language Learning and Teaching

Alice Chik

13. Creativity in Language Teaching in the Disciplines

Christiph A. Hafner

Section Four: Creativity in Teacher Development

14. Conversations about Creativity: Connecting the New to the Known through Images, Objects and Games

Kathleen M. Bailey and Anita Krishnan

15. Creativity as Resistance: Implications for Language Teaching and Teacher Education

Susan Ollerhead and Anne Burns

16. Cultivating Creative Teaching via Narrative Inquiry

Cynthia Nelson

List of Contributors

Rodney H. Jones is professor of sociolinguistics and new media at the University of Reading,UK. He has published widely in the areas of discourse analysis and language and creativity. He is editor of The Routledge Handbook of Langauge and Creativity (2016).

Jack C. Richards has had an active career in the Asia Pacific region (Singapore, Hong Kong, Indonesia, and Hawaii). He has published in the areas of teacher education, methodology, curriculum, and materials development. He is an honorary professor at the University of Sydney and the University of Auckland.

Current, comprehensive, and authoritative, this text gives language teachers and researchers, both a set of conceptual tools with which to think and talk about creativity in language teaching and a wealth of practical advice about principles and practices that can be applied to making their lessons more creative. Providing an overview of the nature of creativity and its role in second language education, it brings together twenty prominent language teachers and researchers with expertise in different aspects of creativity and teaching contexts to present a range of theories on both creative processes and how these processes lead to creative practices in language teaching.
Unique in the field, the book takes a broader and more critical look at the notion of creativity in language learning, exploring its linguistic, cognitive, sociocultural and pedagogic dimensions. Structured in four sections- theoretical perspectives, creativity in the classroom, creativity in the curriculum, and creativity in teacher development-each chapter is supplemented by Questions for Discussion and Suggestions for Further Research. Its accessible style makes the book relevant as both a course text and a resource for practicing teachers.