Creativity in the English language classroom

The focus of this book is on practical activities which can help to nurture, develop and motivate our students.

The activities will help teachers to explore the role of creativity in the classroom both in the sense of helping students to express their unique creative identity and also by helping them to think about and use language in a creative way. The activities are suitable for a broad range of students from young to old and from low to higher levels and can be used alongside your existing syllabus and course materials to enhance your students’ experience of learning English. This book is free to download below as a pdf file.

Edited by Alan Maley and Nik Peachey

Comments

Submitted by ericbennett on Mon, 12/28/2015 - 06:10

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Studies will definitely help to develop our creative ideas; therefore organizations are providing suitable opportunities to students to develop their creativity and productivity. Creative ideas are not inborn we should develop and work over it through good sources and opportunities; here in this article also we have found that how students are able to develop their creative skills and I am sure that it will definitely help to boost our skills.

Submitted by Innsoleil on Fri, 02/19/2016 - 19:56

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Unfortunately, the requested page "/sites/teacheng/files/F004_ELT_Creativity_FINAL_v2%20WEB.pdf" could not be found. How can I get this book in another way?

Submitted by Derek Spafford on Mon, 02/22/2016 - 15:57

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Hello Sorry that this is not working for you - we have had a technical issue with the site, which is being worked on. Thanks, Del

Submitted by nagusil on Sat, 01/28/2017 - 04:24

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Thanks for the book! I'm trying to improve my abilities as an English teacher and this book will be very useful for me!

Submitted by Jason Jixun M… on Wed, 06/07/2017 - 12:46

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Thanks to this comprehensive book introducing overall definitions regarding with the cultivating approaches of the creativity for different groups and their senses of materials! Since past and till now, 'creativity' was a hard field for teachers and learners to touch, caused by the reasons that its scope was hard to be boundary-d and its assessment was difficult to be made. Therefore, it was always like 'watching a flower in the fog and grasping the moon from the water'. In brief, I think: after getting a small, short, and possible nerve-connection between two 'terms', we need to immediately enhance the strength of this nerve-connection by adding more explanations and imaginations (there would be a short time 'bombing' that you self-recognized your horizon's sudden expansion to hold more things surrounding the connection in mind ) ; afterwards, this nerve-connection will be highlighted as a 'symbolized imagery' generalizing upon a fuzzing impression in artist field. From emotional senses, you would say you 'feel good to understand...' ; but courses wouldn't be terminated just here. Yet, it would 'disappear'. Furthermore, you should apply an engineering approach to make more exercises for enhancing their nerve-connection, until a time you can frequently and easily get beauties of this connection - yeah, frequently 'feel its existing there and feel good through travelling several times in this channel from xxx to xxx'. Then, you have the willing to express it to others and share its beauties by your frequent demonstrations. We can see you have succeeded in this procedure of creativity-cultivation. From some pasted experiences, I think the freedom and flexibility of learners' self-expressions should be respected, especially when results were out of teacher's expectations. And, standards should not be totally under some prior designs. Otherwise, this Couse cannot be called 'for creativity' but some existing modes or formalism. But, natural reasoning & fluency (like from nature in logics and floating out beautifully) would be one important factor teachers can appreciate beside learners' performance. Higher level creativity would make teachers and students together praise thanksgivings and feel their benefits for life. This point was what I learned from my own exercises and my learners, which would be relevant with this learn. Quite thanks again!

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