ABSTRACT
This chapter highlights the two phenomena that are each attracting increased attention in language education, albeit separately: creativity and narrativity. It shows why and how the narrativity can be put to work in service of the creativity for the purposes of teacher development. It draws together research from education and applied linguistics, including narratives published by teachers on teaching/learning, to make a case that engaging in narrative inquiry can help language teachers expand their creative repertoire in some important ways. Creativity would seem to be ubiquitous in teaching and learning, as Philip explains in his paper on creativity in higher education, but perhaps for this very reason, there tends to be little acknowledgment, much less serious focus, on how creativity might be developed. Concurrent with the rise of the creativity agenda is the narrative imperative. Narrative inquiry, or using stories and storymaking to understand and reflect on experience, has become a popular methodology in education research.
