The Linguist

Chartered Institute of Linguists AUTUMN 2026 The Linguist 29 FEATURES such as gap-filling exercises remain useful. However, the risk is that students learn how to apply grammatical rules without developing the confidence to communicate spontaneously, and remain passive rather than active in their practice. A supportive classroom environment encourages them to experiment and take risks, viewing mistakes as opportunities for learning rather than failures. Feedback should focus not only on accuracy but also on helping learners communicate more effectively. Risk- taking promotes communicative confidence: for example, if students are encouraged to use idiomatic expressions in a role play, it will develop the habit of using such expressions confidently and appropriately. When learners have the agency to be creative in their language learning, they are more motivated. 4 Creative activities can be offered to learners of any level, but they need to be more heavily scaffolded for lower levels. For more advanced learners, authentic role plays, storytelling, project work and debates provide opportunities to negotiate meaning, express personal viewpoints and adapt register. These collaborative activities promote learner autonomy, language retention and refinement, and group cohesion. Careful planning When designing creative activities, the starting point should be the desired learning outcome – be it using new vocabulary or grammar, improving fluency, precision or pronunciation. Creative teaching does not amount to improvisation; optimal scaffolding is key. Learners need aids such as vocabulary lists, prompts, sentence beginnings or endings and lists of questions. The linguistic objectives need to be clear – e.g. using comparatives while expressing a preference for different hobbies (lower level) or negotiating a sale (higher level). Giving learners a number of constraints (e.g. 'use five idiomatic expressions in your presentation') helps them turn passive knowledge into active language use. At the end of a creative activity it is useful to reflect on the initial learning objective(s), the difficulties encountered and the successful moments. This gives learners a feeling of pride in their achievements and can help them to identify new learning objectives. Creative activities can be used to work on different aspects of language. Grammar can be taught in various creative ways, allowing learners to use it in practice. Sentence transformations (e.g. putting a present-tense sentence in the future tense) allow learners to understand the difference between various elements of language and to apply rules in a creative way. Storytelling and role play that use target structures can help them to apply specific grammar structures in a holistic, contextual way. A learner would probably memorise the imperative better if, instead of conjugating a list of verbs, they performed a role play on an engaging topic. Language games are popular with my students and very efficient for reinforcing grammar knowledge. Drama, reciting poetry, shadowing, tongue twisters and intonation games can be effective for pronunciation training. Vocabulary learning also presents opportunities for creativity: semantic maps, use of metaphors, brainstorming, word associations, creative definitions, riddles, word families – the possibilities are almost endless. Using AI creatively Rather than being a substitute for human teachers, AI can become a tool of language learning if used judiciously. Unesco emphasises that the use of AI in education should remain human-centred. 5 Of course, the technology comes with risks for students, such as over-reliance, inaccurate language and reduced independent thinking. The digital divide and paucity of AI content in some languages must also be considered. However, students can also use AI to brainstorm ideas, practise conversations, explore vocabulary and discourse devices, and receive feedback. AI is, of course, part of most language-learning applications. Used critically, AI can encourage a deeper reflection on language: learners can compare alternatives, question suggestions and make informed choices about meaning, style and register. The aim should not be for AI to replace learners' creative thinking, but to extend their possibilities for exploration and revision Teachers as creative professionals In the context of rapid AI developments, the purpose of language teaching and learning is shifting. Rather than merely teaching students how to produce accurate sentences, the role of teachers is to foster creativity, autonomy, and the ability to use language critically and authentically. Creativity, therefore, is no longer an optional enrichment but a core competence for both learners and teachers. AI can increasingly support the production and refinement of language, but it cannot replace the human intention behind communication: deciding what matters, expressing personal perspectives and creating meaningful connections with others. The distinctive role of the language teacher is not simply to teach linguistic accuracy, but to cultivate curiosity, imagination, critical thinking and authentic communication. Notes 1 Tin, BT (2022) Unpacking Creativity for Language Teaching, Routledge 2 Maley, A and Peachey, N (2015) Creativity in the English Language Classroom, British Council 3 Carter, R (2004) Language and Creativity: The art of common talk, Routledge 4 Benson, P (2011) Teaching and Researching: Autonomy in language learning (2nd ed.), Routledge 5 Miao, F and Holmes, W (2023) Guidance for Generative AI in Education and Research, Unesco CRITICAL THINKING Students use technology to brainstorm ideas

• Cover