Abstract
Can we say that innovation has become a "tradition” in Language Didactology and Didactics? Then what hides behind this race for innovation, assuming a constant improvement? We develop here a possible interpretation of this phenomenon through the study of correlated innovation and creativity, starting from its historical and epistemological foundations, which reveals a prevailing "technical” vision of languages and of language appropriation, and which shows more broadly an intention to control human relationships. Finally, we will outline another possible direction where tradition would be a heuristic tool, especially for teacher training, leading to language didactics that deal with appropriation processes, based on the notions of imagination and relationship (vs. creativity, innovation and efficiency).
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