Creative writing pedagogy for world Englishes students

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.