ABSTRACT
Creative language pedagogy can be viewed as an inclusive approach. It is not a standalone approach which stands in complete contrast with other teaching approaches. Instead, creativity can be integrated into various approaches whether it is a traditional approach such as the grammar translation method or a modern approach such as task-based language teaching or communicative language teaching. This potential for inclusiveness doesn't however mean that we condone a free-spirited relabelling of everything we do as ‘creative’. Creative language pedagogy is a disciplined act which requires an understanding of what creativity means. This chapter proposes one of the pillars on which creative language teaching should be based – the view of language as a tool for creativity. What we know about linguistic creativity and creativity are crucial for creative language teaching. This chapter considers two specific views of linguistic creativity which have been widely adopted in the field of applied linguistics: literary creativity and everyday creativity. It demonstrates how those views can be applied in a creative language pedagogy.
