ABSTRACT
As the need for Teaching English as a Second Language (TESOL) increases, educators must look beyond Freire’s “banking” concept and instead seek ways of teaching that benefit and favor the needs of the students. The banking method is prevalent in classrooms across the world, and this author argues for more of a discursive classroom for EAL (English as an Additional Language) learners. To do this, the author proposes a pedagogy that argues for educators to incorporate creative writing into TESOL classrooms. Creative writing cannot be deposited onto students, encourages a relationship between language and student, is personal, and will enforce learning in a fun and individual way to the student. To do this, the author will reflect on personal additional language learning experiences, use literature to support a proposed pedagogical practice, propose the pedagogical practice, and, finally, end with a discussion. This chapter reviews some of the esteemed literature in the TESOL field with the goal of discussing how creative writing for EAL speakers can be incorporated in the classroom to further students’ language learning.
