ABSTRACT
This chapter defines creativity and how it can be understood in terms of curriculum and explores the role of creativity in four examples of practice. The curriculum design addresses the question of what should be taught in a course or program and how what is taught should be organized. It should not be seen as separate from curriculum enactment, the teaching and learning experiences in the classroom. To understand creativity in a language curriculum, one needs to understand the relationship between design and enactment and to define what might constitute creativity within the system. The curriculum can be examined in five dimensions: conceptual, constructional, interactional, contextual, assessment. At the person level, creativity has a developmental element, the more one knows about the dimensions, and understands how they function and interrelate, the better able one is to challenge the rules, change them or transform them.
