ABSTRACT
The creativity has become a byword for good practice in language planning and pedagogy, yet there seems to be a variety of perspectives. The increasing emphasis on creativity, signals a pendulum swing back from the hitherto entrenched orthodoxies of recent decades that have positioned the rationale for language learning within the communicative language teaching(CLT) paradigm. Within CLT, planning and pedagogy take as their core the identification of learner's language needs, framed according to predefined functional and contextual variables such as communicative use of language in a given workplace or in academic activities. The teachers' perception of creativity in language use and creativity in pedagogic approach echoes the widespread debate over interpretations of communicativeness and the purposes of language teaching. It seems quite clear that the teachers' understandings and interpretations of the concept of creativity are at least partly shaped by their beliefs and values regarding the nature of language teaching and learning, effective pedagogy, and institutional requirements.
