Reconsideration of Creativity:Construct in Language Teaching

다국어 초록 (Multilingual Abstract)

The definition of creativity has been consistently debated and argued for decades as vital by those in schools as well as in business, government, and artistic settings. This paper explores several creativity models and processes for the ultimate goal of helping professionals to better understand creativity and innovation both in language classrooms and the corporate world. In response, this paper attempts to align these models with characteristics of several technology entrepreneurs and creative language teachers. In this review, I detail the historical evolution of key aspects of creativity research and frameworks. These frameworks are then situated in the real world of creativity output. Then these issues are extended to educational pedagogy and curricula and language teaching for creativity. Procedures that language teachers can apply creativity to their language classrooms are also explored. The discussion is broadened to include some of the key issues in current creativity testing that can inform the degree of student creativity. At the end of this paper, several implications related to teaching and testing for creativity in language education are offered.

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