Harnessing Creativity in English Language Teaching

Abstract

This issue of MaJER (Volume 21, Issue 2) revisits significant topics in English language education. The articles in this issue extend the conversation on classroom pedagogy beyond mere teaching effectiveness as they share a singular underlying theme: creativity. Researchers have suggested that creativity can be defined in many ways (Jones & Richards, 2015; Tin, 2022). Others, such as Richards and Cotterall (2015), propose that creativity can be viewed from two perspectives, as a product and as a process. Concerning this issue’s articles, creativity pertains less to the generation of creative products and more to teachers’ decision-making processes that lead to innovative outcomes. This issue of MaJER advances the discourse on creativity in English language teaching by exploring several methodologies, including emotionally supportive classrooms, the use of code-switching, and project-based learning.