Creative writing pedagogy for world Englishes students

Abstract

ABSTRACT Noting the contradiction between the goals in English language teaching and creative writing pedagogy in teaching ESL/EFL/world Englishes students, the paper argues for a greater emphasis on parole instead of langue to generate increased innovative writing. It begins with a critique of a major creative writing dogma, ‘Show, don't tell,' and discusses a range of models, prompts and strategies in which ‘show and tell' assignments that also encourage and incorporate students' world Englishes registers in their crafting of poems.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 28 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.