ABSTRACT
‘Creativity’ has received increased attention in recent years in various disciplines. With reference to the discipline of language teaching and learning, this increased attention is reflected in the appearance of several recently published books, mainly edited books, in which language teachers, practitioners and language teacher educators come together and reflect on their various pedagogic practices and disciplinary expertise through the creativity lens. This chapter discusses the increased popularity of this secondary use of the term creativity in recent years, both in the academic and non-academic domain, and how this leads to the fragmentation of the field, diluting the meaning of creativity. It describes the aims of the book and the need to revitalise the creativity terminological landscape and unpack creativity before it is applied to language teaching.
