ABSTRACT
Learning to read multilingual texts is a skill that requires education, experience, imagination, and a willingness to engage with the familiar and unfamiliar, a valuable skill for educators teaching in increasingly heterogeneous and multimodal times. This chapter considers Li's definition of creativity as a starting point, and presents the authors' own reading of the artworks as one way of illuminating the dimensions of criticality that lie in the texts, which the author think as creative criticality. The chapter aims to bring awareness of the importance of being able and willing to step out of peoples own ways of knowing when visiting the creative language acts by multilingual authors and, in doing so, provoke language teachers and other interested readers to critically reflect on what sits at the core of their own understandings of multilingualism and language more generally and invite others to offer their own scholarly interpretations to these and their own learners' creative texts.
