ABSTRACT
The word creativity originated in the Nineteenth Century as a ‘creative power or faculty; ability to create’. Creativity within English learning and teaching has experienced mixed fortunes over the last 20 years. This chapter considers different ways of defining creativity, the contexts through which this term emerged and how creative practices can be continually shaped by extrinsic/political considerations as well as intrinsic motivations. Furthermore, it explores how creativity is integral to critical thinking and the contribution that creative practices can offer for enrichment and fulfilment in an era where better support for young people’s mental health and wellbeing has become a priority. The chapter introduces key research on the subject and raises questions for readers to explore with reference to their own developing experiences of English teaching and learning. Students will be in a better position to explore how meaning is created and conveyed through Spoken English if they begin with contexts and situations that they have experienced personally.
