Creativity in Language Learning: How language teachers view creative teaching practices

Abstract

Being creative is an integral part of being a human. Most people recognise the feeling of joy after engaging in a creative activity and creativity is a force that drives human evolution. Therefore, it is interesting that creativity is one of the six fundamental pillars defined in the national curriculum, which education in upper secondary schools in Iceland is to rest on. It is not hard for language teachers to facilitate creativity in the classroom. Language learning opens doors to endless possibilities since teachers can choose diverse topics and twine them together with any teaching method they like.

The aim of this study was to find out whether nine language teachers in upper secondary schools see reasons to give their students opportunities to be creative and if they do, why. Also, to find out which teaching methods they use and, finally, whether they face any obstacles that prevent them from using creative teaching methods. Creativity is discussed in regard to the ideas presented in the National Curriculum Guide and the report of the National Advisory Committee on Creative and Cultural Education, All our futures: Creativity, culture and education. The subject is also considered in the light of the scholars John Dewey, Lev Vygotsky, Elliot Eisner and Mihaly Csikszentmihalyi. Furthermore, the characteristics of a creative person, a creative learning environment and teaching methods which can foster students´creativity are discussed.

This study is part of the research Upper Secondary School Practices in Iceland and is based on seven interviews and seven classroom observations from that research. Additionally, the researcher conducted four more interviews and made two more field studies. The participants come from eight different upper secondary schools in Iceland.

The main findings show that most of the teachers find it important to foster their students´ creativity. Although very few examples were seen of creative work during field studies, the participants give various reasons for the importance of creative teaching methods. They believe that such methods motivate both students and teachers. They also believe that the students become better equipped to meet future challenges, since creative teaching methods encourage them to work independently, practice critical thinking, show initiative, make decisions, find solutions and listen to different points of view. As a result, the students become open-minded and independent, which leads to increased self-confidence.

The nine teachers maintain that they use diverse methods to increase their students´ creativity. For example, they give their students opportunities to express themselves through various means, such as creative writing, role play and creative projects. Towards the end of their studies, they give them creative projects through which they can find their own paths, both when it comes to methods and content. They also give examples of a symposium, speed dates and assignments which help students develop an open-minded view. Two of the teachers add that creativity is part of their assessment.

However, certain things prevent them from using those methods as much as they would like to. Among the reasons they cite is lack of time, traditions within the schools which are difficult to change and problems with evaluation. They also mention that changes in their work environment can be challenging. Some of them like to hold the reins and are not ready to hand them over to their students who would not necessarily be ready to hold them.

The results of the research suggest that in order to take note of the National Curriculum, a creative approach in language studies needs to be stimulated. Student autonomy needs to be encouraged and the leeway for teachers to work together, both within and between departments, increased so that they can develop, creative teaching methods. It is important that school leaders support teachers. Collaboration between teachers, school leaders and people outside the classroom is important to create an environment that gives each student an opportunity to be creative and thrive in an ever-changing society.