ABSTRACT
The goal of creative language teaching is not just for developing domain-general and domain-specific creativity such as linguistic creativity or literary creativity in our students but also for developing the emergence of more complex language in our learners. It is thus important to understand not only how people learn to be creative but also how people learn language while learning to be creative and using language for creativity. This chapter discusses the view of language learning reflected in the usage-based model and examines how this view supports the role creativity plays in language learning and helps us to unpack various puzzles associated with creative language use and language learning. Implications for creative language pedagogy are also discussed.
