Розвиток креативності в мовленні відповідно до стандартів PISA: перетин освітніх траєкторій університету та середньої школи

CONTENTS Preface Acknowledgments 1. Creativity and Language Teaching Rodney H. Jones and Jack C. Richards Section One: Theoretical Perspectives 2. Language and Creativity Rodney H. Jones 3. Creativity and Language Learning Rod Ellis 4. Conceptualizing Creativity and Culture in Language Teaching Karen Densky 5. The Vexed Nature of Language Teaching and Learning James Paul Gee 6. Translating Writing Worlds: Writing as a Poet, Writing as an Academic Jane Spiro and Sue Dymoke Section Two: Creativity in the Classroom 7. Exploring Creativity in Language Teaching Jack C. Richards and Sara Cotterall 8. Creativity in Language Teaching: Voices from the Classroom Simon Coffey and Constant Leung 9. Creativity through Inquiry Dialogue Philip Chappell 10. Critical Creativity and Multilingual Texts Julie Choi Section Three: Creativity in the Curriculum 11. Creativity in the Curriculum Kathleen Graves 12. Creativity and Technology in Second Language Learning and Teaching Alice Chik 13. Creativity in Language Teaching in the Disciplines Christiph A. Hafner Section Four: Creativity in Teacher Development 14. Conversations about Creativity: Connecting the New to the Known through Images, Objects and Games Kathleen M. Bailey and Anita Krishnan 15. Creativity as Resistance: Implications for Language Teaching and Teacher Education Susan Ollerhead and Anne Burns 16. Cultivating Creative Teaching via Narrative Inquiry Cynthia Nelson List of Contributors

The Douglas Fir Group Framework as a Resource Map for Language Teacher Education

This study assessed the effectiveness of lesson exemplars in the teaching of pop-up writing to AB English students of Cebu Technological University- Main Campus during the Academic Year 2016-2017. This study utilized the quasi- experimental research design: the lesson exemplar is the independent variable while the students’ level of creativity in writing is the dependent variable. The study revealed that the entry level pop-up writing performance of the respondents was neutral in all criteria. This performance is numerically highest for story structure and lowest for creativity. Moreover, the LE1 pop-up writing performance of the respondents is good for story structure and topic development but remained neutral for language use and creativity, the LE2 popup writing performance of the respondents is good for story structure but remained neutral for language use, topic development, and creativity, and the LE3 pop-up writing performance of the respondents is good for all four (4) criteria. The increase in LE1 pop-up writing performance of the respondents is significant for story structure and topic development but the change is negligible for language use and creativity, the increase in LE2 pop-up writing performance of the respondents is significant for story structure; yet the changes are negligible for language use, topic development, and creativity, and there were no significant differences in the LE3 pop-up writing performance. Therefore, teachers may design more learning activities that would reinforce the aspects of pop-up writing.

Teaching creativity in second language (L2) education has recently received increasing attention. Despite its central role in language creativity, language play in L2 classrooms has not been fully explored. This article revisits the theoretical grounding of creativity in language education, particularly focusing on language play, and provides pedagogical suggestions for its implementation in L2 classrooms. We propose five different types of language play with example activities to help language teachers understand and integrate them in their instruction. We argue that language play can promote L2 learners’ creativity by motivating students to communicate their ideas and raising their metalinguistic awareness. Especially in an English as a foreign language (EFL) setting where teachers face challenges in implementing the principles of communicative language teaching (CLT) and creativity, language play can be a good tool for teachers to foster students’ communicative competence and build a space that encourages them to be creative and explorative. As a conclusion, we provide guidelines for teachers on how to integrate language play in their classrooms.

This study aims to investigate the impact of the integration of guided discovery inquiry strategy in digital literature reading activity assisted by Gen-AI on students' language creativity level. This study used a quasi-experimental method involving 270 high school students. Data analysis used in this study was t-test and one-way ANCOVA test to investigate the impact of intervention on students' language creativity in short stories and reading tabloids they produced. The research findings show that the integration of guided discovery methods in Gen-AI-assisted digital literature reading activities significantly improved students' language creativity better than traditional reading methods. The increase in students' language creativity is seen in their ability to produce new short stories and create reading tabloids after reading digital fiction stories. The increase in students' language creativity is seen in the dimensions of fluency, flexibility, originality, and elaboration. The use of complex language, plot, characters, and events in short stories produced from the intervention results is a benchmark for language creativity. The increase in students' language creativity occurs because the use of Gen-AI technology and the stages of the guided discovery inquiry strategy in reading activities (preliminary reading, personal, group, and reflective) facilitate students in exploring creativity and accessing resources. This study implies that the guided discovery inquiry strategy in reading fiction stories must be integrated with the use of technology in order to be more optimal in increasing language creativity. In addition, creative development must be accommodated in the curriculum design and learning practices to increase student creativity. Received: 24 April 2025 / Accepted: 7 August 2025 / Published: 05 September 2025

South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdeveloped language and numeracy skills for study at this level, one of the main barriers to access being that of language (Council on Higher Education 2007: 2). Efforts have thus intensified in South African institutions to introduce the home languages of learners into the educational domain, either as learning support alongside the main medium of instruction or as alternative languages of instruction, working towards the development of a bilingual education model. This report documents developments in research in the promotion and use of the African languages in education in South Africa in recent years, particularly since the publication of the previous report (Wildsmith-Cromarty 2009), which discussed various initiatives in the teaching, development and use of the African languages in South African education during the period 2005–2008. This report considers further developments in the use of the African languages for academic purposes in the following areas: the learning and teaching of these languages as additional languages and for professional purposes in selected disciplines for specialist programmes, and their intellectualization, which includes their use as languages of instruction, in the translation of materials and other learning resources, and development of terminology.

Preface B. Holmberg Editorial M. Shelley and C. White I. Learner autonomy: 1. Autonomy and the Distance Language Learner S. Hurd (Open University) 2. Critical Reflection and Autonomy L. Murphy (Open University) 3. Theoretical and practical issues in the promotion of collaborative learner autonomy in a virtual self-access centre A. Ding (University of Nottingham) II. Learner perspectives and support: 4. Towards a Learner-based Theory of Distance Language Learning C. White 5. Feedback in Distance Language Learning C. Ros i Soli & M. Truman (Open University) 6. A Framework for Supporting Students Studying English via a Mixed-Mode Delivery System C. Dreyer (University of Potchefstroom, South Africa) N. Bangeni (University of the Transkei, South Africa) & C. Nel (University of Potchefstroom) III Development of intercultural competence: 7. Assessing intercultural competence gain in a German distance learning course for adults M. Shelley & U. Baumann (Open University) 8. Developing Professional Intercultural Communicative Competence R. Fay (University of Manchester) & L. Davcheva (British Council in Bulgaria) IV. Methodology and course design 9. Teaching foreign-language skills by distance education methods B. Holmberg 10. Course Design for the Distance Learner of Spanish C. Garrido (Open University) V. Learning environments: 11. Learner Autonomy and Course Management Software D. Weasenforth (Collin County Community College, USA), C. F. Meloni (George Washington University) & S. Biesenbach-Lucas (American Univ. of Washington) 12. Negotiating Conversation at a Distance V. Tudini (Univ. of South Australia) 13. Making Online Students Connect A. Schramm (Hamline University, USA) 14. Fostering Creative and Authentic Language Use with Online Tools J. Milton (University of Science & Technology, Hong Kong) 15. The Challenges of Implementing Online Tuition in Distance Language Courses M. Hauck & R. Hampel (Open University) VI. Language teacher development: 16. Compensatory Strategies in Distance Language Education H. Hansson (Umee Univ., Sweden) & E. Wennv (Karlstad Univ., Sweden) 17. Primary Language Teacher Education F. Poppi, M. Bondi (University of Modena and Reggio Emilia, Italy) & L. Low (University of Sterling) 18. Exploring Zones of Interactivity in Foreign Language and Bilingual Teacher Education D. Coyle (University of Nottingham).

Over the past few decades, there has been an increased interest in the formulaic aspects of languages, including English. There has also been work conducted into the learning and teaching of formulaic language and its use by non-native speakers. Despite the increase in English language teaching in China, there has, however, so far not been any combined research into the learning, use and teaching of formulaic language in the Chinese EFL context. This study addresses this gap by investigating the written texts of Chinese university students and the learning, use and teaching of formulaic language in this research context. As background to this study, an overview of existing research on formulaic language is firstly introduced, and then the rationale for this study, investigating formulaic language through student written texts, is established by positioning the role of written language in second language research and the relation between formulaic language and genre analysis studies. After these, specific background information on the EFL context in China is presented by supporting the claim that the EFL students in the study are seen as language learners as well as writers and users of English. The research questions that this study sets out to answer are the following: (1) To what extent do Chinese university students use formulaic language in their written English? a) What are the main structures of formulaic language used by these learners? b) What are the main discourse functions of formulaic language used by these learners? c) What is the relationship between the distribution of structural and functional categories of formulaic language in the learners’ written texts? d) How is the formulaic language used differently in the written texts of Year1 and Year 3 university students? (2) What do Chinese university students perceive formulaic language to be? a) To what extent is this perception different in Year 1 and Year 3 students? (3) How do Chinese university students perceive the learning, use and teaching of formulaic language? The results of this research will present formulaic language use in student written texts, and link this use to students’ self-reported processes, strategies and sources of formulaic language learning and use. Nevertheless, student reflections on the teaching of formulaic language in the research context will be introduced in order to address the research questions thoroughly. A mixed methods research design is employed in this study. The fieldwork took place during one semester (16 weeks) at a Chinese university. The participants were 83 students from the Year 1 and 73 students from Year 3 groups in the foreign language department. The main sources of data were firstly, students’ written texts and secondly, in-depth interviews with 12 informant writers. The findings of the research present a well-rounded description of formulaic language use in Chinese university students’ English written texts, by analysing and comparing the distribution of structural and discourse functional categories in the formulaic strings identified by the student perceptions and through corpus linguistic methods. Also, triangulation of the textual data collected from the written texts and perceptual data gathered from interviews shows some discrepancies regarding the perception of formulaic language in English among students and in researchers in the field. This thesis ends with a discussion of the implications and limitation of the present study, and directions for future research on formulaic language in the EFL context.

The study of language acquisition and instruction is not new to academics, but it never fails to excite linguists and teachers. The goal of Communicative Language Teaching (CLT) is to help students develop their communication skills so that they can effectively communicate in a target language. Since its start in the 1970s, when the need for language learners to improve their communication skills was rising, this approach has received worldwide reputation. But since many educators still reject this method, many worries remain. According to Chomsky (1957), the four main aspects of language acquisition lexis, syntax, phonology, and morphology are focused on linguistic competence. Hymes (1971) argues that pragmatic, sociolinguistic, semantic, and grammatical considerations are more important. When it comes to teaching second languages, the theories put forward by researchers, have been game-changers for communicative language instruction. The communicative language teaching (CLT) technique places an emphasis on students' active participation in second language classroom activities and provides more opportunities for students to improve their communication skills compared to the grammar-translation method. Other traditional methods of instruction do not typically use this component. In the context of ESL instruction, this article delves deeply into the ideas and methods of Communicative Language Teaching (CLT). In particular, it compares and contrasts conventional methods of instruction with Communicative Language Teaching (CLT) and gives a brief summary of its advantages and disadvantages. In addition, the article delves into the latest advancements in CLT and the difficulties encountered while applying CLT in an academic environment. After that, the post helps educators understand Communicative Language Teaching (CLT) better. 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The use of literature in language teaching is still contentious though literature occupies limited space in the language syllabi. The language teachers assume that literature has less contribution to language teaching, believing that literary materials are challenging to handle in the classroom. However, I believe that literary materials are rich in content and have the creative language use to contribute to language teaching. In this juncture, this study analyzes the use of literature in English language teaching in general and the pedagogical approaches to be practiced in particular by using qualitative and analytical research design. For this purpose, the three texts of literature: Katherine Mansfield’s “The Garden Party” (story), Kamala Das’s “An Introduction” (poem), and Anton Chekhov’s The Cherry Orchard (drama) have been used as the primary texts to design the activities under three levels of interaction. These literary texts are analyzed to show the use and pedagogy of literature in language teaching. The study concludes that literature in language teaching contributes to the language development and aesthetic purpose. Exploring the literary texts involves students in (preliminary) interaction to draw the information of the text for conceptualization. Likewise, the activities under reading between the lines inculcate different skills in students such as discussing, analyzing, exploring and characterizing; and literary texts in beyond the text section involve students in aesthetic purpose-based activities in which students apply the critical lenses and create their own texts. This study provides many language teachers with insights to handle literary texts more effectively to sharpen students’ language, inferential and intellectual skills.

Importance. Existing empirical research in the field of integration of artificial intelligence technology in foreign language teaching is devoted to the use of specific technology in teaching types of speech activity, mainly writing. The authors note the wide methodological potential of artificial intelligence technologies in foreign language teaching and use chatbots, voice assistants, intelligent learning systems, corpus technologies to form the foreign language communicative competence of students. However, the analysis of a number of studies has allowed us to conclude that so far the authors have not attempted to design a unified model of language and methodological preservice teachers’ training based on artificial intelligence technologies. The purpose of this work is to design a model of language and methodological pre-service teachers’ training based on artificial intelligence technologies.Research Methods. The present study is related to the study of the context of the integration of artificial intelligence technologies into language education. To achieve the set research goal, theoretical methods were used: the study and analysis of scientific and methodological works on thedesign of methodological models of teaching a foreign language using modern technologies; empirical methods: survey, observation and description of research results; modeling methods.Definition of Concepts. The main concepts in this work are “the model of language and methodological pre-service teachers’ training” and “the competence of a pre-service foreign language teacher in the field of using artificial intelligence technologies”.Results and Discussion. Structurally, the model of language and methodological pre-service teachers’ training based on artificial intelligence technologies is represented by the following components: prerequisites (determining the relevance of designing a learning model), a goalsetting block (setting goals and objectives for developing teaching methods), a theoretical block (determining the theoretical and methodological basis of research), a technological block (determining strategies and teaching methods, selection of the learning content, identification of organizational and pedagogical learning conditions, the choice of optimal organizational forms of learning, the definition of pedagogical tools), the evaluation and performance block (the development of a criterion-based assessment apparatus and the forecast of expected learning outcomes).Conclusion. At this stage, the proposed model reflects the essence of the development of AI technologies and their applicability in a foreign language teaching. The separation of artificial intelligence from a means of learning into a separate subject of the educational process indicates that there is a paradigm shift in the use of new technologies in learning. AI technologies are able to provide high-quality feedback, create additional conditions for language practice, take on daily routine tasks and automate them, thereby shaping the ability of students to engage in their education and self-education throughout their lives. The obtained research results are recommended to be used in the methodology of teaching a foreign language, as well as in the development of private methods of teaching a foreign language using AI technologies.

Language is an integral part of our delegation; it forms the identity of the community and society. To play a creative language in the contemporary world, contemporary is one of the most important components of an ugly person. At least a creative language knowledge expands a person's worldview. Social media can be used as a tool to protect and develop the language, but for this it is necessary to use the language carefully and consciously. Today, social media has become the perfect platform to spread news, friends and events. For this reason, there have been great changes in the way people relate to each other, which have had a significant impact on language use. Users prefer to use this language for frequent and easy communication. At the same time, the correct use of language has a positive effect on their personal and brand image. In addition, the use of language on social media has its drawbacks. Thus, excessive use of social media language can harm language and reduce cultural richness. We can conclude that the role of foreign languages in social networks is indispensable, but care must be taken when using them.

English as a second language (ESL) teachers instructing general English and English for specific purposes (ESP) in bilingual secondary schools face various challenges when it comes to choosing the main linguistic foci of language preparatory courses enabling non-native students to study academic subjects in English. ESL teachers intending to analyse English language subject textbooks written for secondary school students with the aim of gaining information about what bilingual secondary school students need to know in terms of language to process academic textbooks cannot avoiding deal with a dilemma. It needs to be decided which way it is most appropriate to analyse the texts in question. Handbooks of English applied linguistics are not immensely helpful with regard to this problem as they tend not to give recommendation as to which major text analytical approaches are advisable to follow in a pre-college setting. The present theoretical research aims to address this lacuna. Respectively, the purpose of this pedagogically motivated theoretical paper is to investigate two major approaches of ESP text analysis, the register and the genre analysis, in order to find the more suitable one for exploring the language use of secondary school subject texts from the point of view of an English as a second language teacher. Comparing and contrasting the merits and limitations of the two contrastive approaches allows for a better understanding of the nature of the two different perspectives of text analysis. The study examines the goals, the scope of analysis, and the achievements of the register perspective and those of the genre approach alike. The paper also investigates and reviews in detail the starkly different methods of ESP text analysis applied by the two perspectives. Discovering text analysis from a theoretical and methodological angle supports a practical aspect of English teaching, namely making an informed choice when setting out to analyse texts in English. It can be concluded from the literature that the register perspective yields more readily applicable data of text analysis for ESL teachers instructing in a pre-college environment. Besides teachers working in bilingual secondary school, the pedagogical conclusions of the study are also useful for teachers instructing in international secondary schools where the language of education is English and the alumni comprise non-native students.

Purpose of the study: The objective is to be studied is the use of Sundanese language with the opposite meaning, cause-effect, comparison, and extension of meaning. The use of the Sundanese language contains cultural values of humility, advice/invitations, and friendliness. Cultural values ​​become the personality of the Sundanese brand adapted to the development of technology to make the speech products of the author also discuss local and global values. Methodology: This study seeks to analyze language creativity with local Sundanese nuances that follow global progress. This research used a descriptive qualitative method. The data source from 100 Sundanese hilarious puns found in brilio.net. The descriptive method was used in several stages, namely data collection, data analysis, and data presentation. Main Findings: This research shows that Sundanese hilarious puns found in brilio.net use language creativity which contains 35% expansion of meaning (polysemy), opposite meaning (20%), cause-effect (25%), and comparison (20%). The dominant cultural values are friendliness by 52.5% others are humility (20%) and advice (27.5%). They reflect the habits of Sundanese people who like to joke and empower technological advances so that the creativity of the language produced further reflects today's digital development. Applications of this study: This research is used as a tool or model in understanding and interpreting language creativity in terms of contrastive meaning, cause-effect, comparison, the extension of meaning and values, i.e.: humility, advice, and friendliness in Sundanese hilarious puns. Novelty/Originality of this study: Sundanese hilarious puns show that language creativity not only empowers the play of words, but also the cultural values that become the tradition of Sundanese people, namely the traditions of Sundanese who like to joke (ngabodor). Cultural and lexical relationships are combined and produce funny speech following the development of typical Sundanese technology. Sundanese culture and language will persist if Sundanese people always use and maintain them, one of which is by creating hilarious Sundanese puns that follows technological advances, such as those found in Sundanese hilarious puns in brilio.net.

Teachers often repeat language learning tasks and materials with students year after year. Although some tasks do not render satisfactory outcomes, students' performances can serve as valuable historical autoethnographic data that teachers can reflect on to improve their teaching materials and language learning tasks. In this article, using autoethnography as a pedagogical tool, I share my thinking and experiences regarding one task type (the simile task), which I have used with students over the years to develop creative language use (language creativity). I reflect on various similes produced and attempt to discover how to redesign the somewhat imperfect task to optimize creative language use. In particular, I try to find new constraints that can be set up to funnel the creative behaviour of the teacher and students. Before promoting students' creativity, teachers must nurture their creativity under various self‐imposed constraints. Teachers' personal experience is a valuable source when implementing creative language teaching. This article shows two task constraints that can be set up to stimulate creativity in language learning tasks: exclusionary constraints (avoiding confirmation‐based salient patterns) and focusing constraints (requiring the use of violation‐based salient patterns). It also shows how we can identify micro‐constraints to be excluded or focused on.