Alan Maley has been involved with training teachers of TESOL/TEFL for 50 years.  He has published widely.  He was co-founder of The C Group (Creativity for Change in Language Education).  He is a regular contributor to  HLT Mag. Email: yelamoo@yahoo.co.uk

 

Editorial

This brief article is based on a talk given at the IATEFL Conference in Edinburgh in April 2025.  The article has the twin focus of CPD (Continuing Professional/Personal Development), and Creative Writing.

 

Introduction

Teachers, like everyone else, need to continue to develop if they are not to suffer the debilitating effects of routine.  As John Dewey put it:

‘No one can be really successful in performing the duties and meeting these demands (of teaching) who does not retain their intellectual curiosity intact throughout their whole career.’ (Dewey, 1963: 85)  

Or more concisely, in the words of Placido Domingo, the renowned operatic tenor:  ‘If I rest, I rust.’

Clearly, there is a great variety of ways to pursue both personal and professional development, so engaging with creative writing is only one of them.  However, I shall contend that it can offer a valuable and many-facetted resource for teachers’ continuing development.

 

What is Creative Writing (CW)?

Obviously it involves writing in creative genres such as poetry, short stories, memoirs, etc.  But what does this involve?  Here are some of the key characteristics:

• Self-discipline.  There is a widespread notion that CW is all about letting it all hang out, writing anything that comes to mind, freely writing any old how.  On the contrary, CW involves a high degree of discipline both in committing time to it (and good writing demands time) and in using the genre constraints and literary devices which contribute to the writing of an aesthetically-pleasing text which conveys a striking effect.

• Figurative language.   CW tends to use a greater proportion of figurative devices than other forms of writing.  This involves enhanced sensitivity to sound patterns, use of metaphorical and colourful expressions, crafting the discoursal shape of texts, attention to accuracy and the overall effect of language.

• Close/accurate observation.  CW is a valuable exercise in noticing the extraordinariness of ordinary things, and the universal in the particular.  All too often contemporary life erodes our powers of observation.  Yet close observation is one of the keys to good teaching, and can be developed through CW. 

• Use of the imagination.  In CW, we draw on memories, dreams, experiences, visualisation, associations and sensations to open up imaginative ideas and scenarios.  Again this can only be valuable in the teaching context, which all too often degrades into a set of routines.

• Self-reflection and growth.  In the course of writing creatively, the writer inevitably reflects carefully on both the way she is writing but also on the effects this is having on her own thoughts and feelings.  What better way to continue personal development?  Or in the words of Socrates, ‘The unexamined life is not worth living.’

• Playful engagement with language.  This is a key ingredient of CW, which involves taking risks.  Risk-taking is an important part of language acquisition and development – but in CW it can take place without penalties.  Play facilitates learning.

 

Advantages of CW

So, to summarize the advantages CW offers for CPD:

• It favours language development and keeps our English growing and fresh.  This applies equally to so-called native speakers and non-native speakers.

• It fosters ‘playfulness’.

• It facilitates self-discovery through exploration/risk.

• It encourages the exploration of the world around us – including global/social issues.

• It draws on affect (as well as intellect).

• It leads to increased motivation deriving from increased confidence/self-esteem.

• It counteracts staleness. 

• It makes us, both as teachers and as individuals more interesting to be around.

• It feeds into our own teaching: makes for better writing teachers.

 

Why do I write?

Reflecting on the effects of CW on others prompted me to ask the same of myself.  These are the things that came most readily to mind. 

• It helps me to exert some control over multiple distractions.  I am uneasily aware that we live in a world addicted to near-total distraction – through social media, the demands of a complex socio-economic world,  the blandishments of inane advertising, ‘news’ and largely vacuous entertainment, the sheer busy-ness and noise   of everything.  Silence and solitude are now rare and precious commodities. (Maley, 2023 ) Writing creatively allows me some measure of independence from these distractions. 

• It prompts me to sharpen observation/perception.  Along with the ubiquity of distraction, we have traded attention and ‘noticing’ for a kind of hurried perceptual shorthand. (That’s a tree.  She looks nice.  There are a lot of people here…etc.)  CW helps me to restore attention to what Graves wrote in his poem Warning to Children:  

Children, if you dare to think

Of the greatness, rareness, muchness,

Fewness of this precious only

Endless world in which you say 

You live, you think of things like this: (and he goes on to list items in detail.)

• It facilitates making new connections, thinking outside the box, seeing unusual associations.  This is surely also a valuable quality in teachers.

• It ensures that I continue to stretch my language resources.  As teachers, we are in danger of allowing our language to degrade under the twin forces of exposure to the necessarily more basic and error-laden language of our students, and the relatively impoverished and diluted course materials we work with on a daily basis.  CW forces me to extend my own use of the language and continuously to experiment with it.  This is just as true for L1 as for L2 speakers. 

• It helps me to keep my mind alert and alive – to be fascinated by this intriguing place we live in and the others we share it with.  If I can remain interested, then I feel I may be a more interesting person to be around.  And students tend to prefer interesting to boring teachers.

These are surely factors we need to consider as teachers – and as developing human beings?

 

What do teachers have to say?

It is now time to substantiate some of these claims with reference to quotes from teachers.  

Here I need to refer to two CW groups I have been involved with over the past 20-plus years.

The first was the Asia Teacher Writer Group, which ran from 2003 to 2022.  This was an ad hoc group of around 20 teachers mainly from SE Asia, including a few from China, Nepal and India.  The group would meet once a year for a week in a different country in the region.  Apart from an in-group writing workshop, the group would also run a mini-conference for local teachers.  We ran workshops in Thailand, Malaysia, Nepal, China, Indonesia, Vietnam, Cambodia, Laos, India, and even Oman.  And the writing we produced during the workshops was published each year, providing materials which could then be used with our students.  Altogether we produced some 20 publications in this way.

The second group was Worlds into Words, founded in 2022, with a ceiling of 50 members at any one time, all working in 30 countries worldwide.   Virtually all of our interactions are on line.  We encourage members to experiment with writing a wide variety of creative genres, ranging from poetry to memoirs.  To date we have over 20 publications. (See appendix below)

 

Teacher quotes on CW:

… poetry writing serves multiple functions: as a meditative practice that facilitates self-discovery, as a creative process that generates new understanding, and as a renewal practice that restores emotional and intellectual energy.  John Liddy.  Ireland/Spain.

It has been a pleasant surprise to realize I can write creatively in English.  I do not have this skill in my mother tongue. Sarita Dewan.  Nepal

 This process of discovery is so compelling that I find I can’t live without it. Sue Leather, Canada.

I believe we are incomplete without a focus on creativity. It makes us open-minded and innovative and makes us view things from multiple perspectives.  Asma Aftab. Pakistan

Creative writing offers a way out of the information overload and helps us narrow it down until it makes us think.  Fernanda Binati  Brazil.

I think creative writing can not only enrich me as a human being, but also can enhance my ability to contribute positively to my students and society….Chang Liu.  China.

If I can write for my own understanding, external failures matter less, and I feel less need for others' validation of my own worth.  Ha Nguyen. Vietnam.
 

Teacher quotes on language development

Creative writing compels me to engage deeply with the language, exploring nuances and experimenting with structure and vocabulary.  This serves not only to maintain but also to expand my command of English.  Chang Liu. China.

 … a powerful way of retaining my English language skills …it forces me to keep on learning. Lany Kristono.  Indonesia.

When I write creatively I am forced to draw upon the whole range of language available to me.  I stretch my language resources to their extreme limits … it keeps my language fresh and growing. A.Pal. India.

 

Teacher quotes on Global Issues

…makes us view things from multiple perspectives.  Asma Aftab. Pakistan.

…since the war started my true escape destination was writing…it was my way to cope with the craziness around me.  Rana Bushreida. Libya.

…a tool for lifelong learning and social change…reflecting on critical issues such as climate change, social injustice and peacebuilding.  Chang Liu. China.

…enabled me to raise a voice on global issues.  Sarita Dewan. Nepal.

…helps me to cope with the many things in life beyond my control … to express my concerns, worries, protests … Lany Kristono.  Indonesia.

…a voice for human dignity and honesty … John Liddy.  Ireland/Spain.

 

Teacher quotes on Personal Development

It opened a door in me I hadn’t even realized was closed. Rana Bushreida. Libya.

On a page, my history and personality take on solid forms, my changes explained and my pains explored and usually soothed. Ha Nguyen. Vietnam.

…has developed my empathy and understanding of others. Sue Leather. Canada.

As a human being, creative writing is a way of finding myself.  Vishnu Rai. Nepal.

My best writing comes from a place of honesty, which requires some vulnerability. Vivienne Vermes. France/UK. 

It doesn’t replace who you are, it reveals more of you. Rana Bushreida.  Libya.

 

Closing remarks

As already mentioned above, this is not the only avenue towards CPD but judging from these teachers’ testimony, it certainly seems to work for them.

But to make it work, you have to actually engage with writing, either alone or in a group.  If you want to walk on water, you have to get out of the boat. John Ortberg

And it is worth remembering that CPD is indeed a lifelong process – and learning to write well never comes to an end.   The lyf so short, the crafte so long to lerne.  Chaucer

One of the prompts for me to write this article was a statement by an anonymous, newly-qualified teacher in a recent webinar:

Now I’ve finished my teacher training, I know how to teach.  But I still don’t know how to be a teacher.  Perhaps CW could be one way she might find out.

 

Reference

Maley, A. (2023) Silence, Well-being and Learning.  Journal of Silence Studies, Vol. 3, No 1, Dec. 2023.  pp1-15.

 

Books on CPD

• Appel, J. (1995) Diary of a Language Teacher.  Heinemann.

• Casenave, P, C. & Sosa.M (2007) Respite for Teachers. University of Michigan.

• Freeman,D. & Richards, J.C. (1996) Teacher Learning in Language Teaching. CUP

• Maley, A. (2019) Developing expertise through experience.  British Council.

www.teachingenglish.org.uk/sites/teacheng/files/e-file.pdf 

• Pennac, D. (2010)  School Blues.  Maclehose/Quercus

• Prabhu, N.S. (2018) Perceptions of Language Pedagogy. Orient BlackSwan.

• Robinson, K. & Aronica, L. (2015) Creative Schools.  Penguin.

• Stevick, E. (1990) Humanism in Language Teaching.  OUP.

 

Books on CW

• Fry, Stephen (2007) The Ode Less Travelled. London: Arrow Books.

• Koch, Kenneth (1990) Rose, where did you get that red?  New York: Vintage Books.

• Maley, Alan and Jayakaran Mukundan.  (2011)  Writing Poems: a resource book for teachers of English.  Petaling Jaya: Pearson Longman

• Maley, Alan and Jayakaran Mukundan (2011)  Writing Stories: A resource book for teachers of English.  Petaling Jaya: Pearson Longman.

• Maley, A. & Sunny, S. (2026, forthcoming) Exploring Creativity through Writing.  New Delhi: Routledge India.

• Matthews, Paul (1994) Sing Me the Creation.  Stroud: Hawthorne Press.

• Ayn Rand (2000) The Art of Fiction: A guide for writers and readers.  New York: Plume (Penguin)

• Spiro, Jane (2004)   Creative Poetry Writing.  Oxford: Oxford UniversityPress. 

• Spiro, Jane (2006)  Storybuilding.  Oxford: Oxford University Press.

• Whitworth, John (2001) Writing Poetry.  London: A and C Black

• Wright, Andrew and David S.Hill (2009) Writing Stories.  Innsbruck: Helbling

 

Appendix

WiW publications on Socio-Eco Issues

• Something in the Air.  Reflections on the Coronavirus. 

• The New Normal: Post Pandemic Reflections.  

• What Have we Done?  Requiem for a Dying Planet. 

• Modern Slavery. 

• War and Peace. 

• Writing for Social Justice. 

• Writing for Eco-Justice. 

• Fault-line: Writings for Turkey and Syria.

 

WiW pubs on Self-reflection

• Growing Older – Burning Maples

• Celebrating Writing in Another Language and Multi-lingually

• Silence and Solitude 

• Poetry Pharmacy

• Memoirs: A Foreign Land

• Languages and Us. 

 

Please check the Pilgrims in Segovia Teacher Training courses 2025 at Pilgrims website.

Please check the Pilgrims f2f courses at Pilgrims website.