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Creativity and Innovation in Language Education

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Edited By Carmen Argondizzo

This volume sheds light on Creativity and Innovation in Language Education as key issues for the development of personal, professional and social competences and aims at highlighting the relevance of such concepts which education at any level, in any sector and at any time should continuously stimulate and enhance. The prefaces and the interrelated sections explore the concept of creativity linked with issues such as cultures and language use, language teaching, business settings, technology. This is carried out following theoretical and practical perspectives which integrate with each other.
The volume is published in a historical moment in Europe in which the European Commission is celebrating the 10th Anniversary of the Barcelona Agreement (2002-2012), which emphasized the importance of learning two languages in addition to the mother tongue. The volume reflects on strategies for achieving these objectives, while underlining the belief that creativity is a skill which needs to be identified, stimulated and nurtured for the benefit of the entire society.

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Prefaces

Extract

RONALD CARTER University of Nottingham Over the past few years I have developed particular interest in creativ- ity and especially in the relationship between language and creativity. I am, therefore, very pleased to be able to make a short statement about what I believe to be the importance of creativity and the relationship between language and creativity and perhaps in the process I will make one or two general observations about the importance of crea- tivity in the modern world. I am going to take just one example, pro- duced by one of our students in the School of English Studies at the University of Nottingham. A group of staff specialising in Applied Linguistics recently developed a website in which we displayed infor- mation about our new courses. The website had a particular interesting new design and we asked students to send us e-mails with comments after they had reviewed the site. One of our students wrote the follow- ing: “I came, I saw, I logged off”. Now I think that is a particular interesting use of creative language. First of all it involves a pattern ‘I + past tense of the verb repeated three times’. So there is a pattern established. Secondly, there is an element of echoing of intertextuality because it recalls Julius Caesar’s famous statement when he invaded the British Isles and conquered them: “I came, I saw, I conquered”, and the student assumed that we were able to pick up that intertextual reference. But it also...

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