Creative Diversity in the FL classroom - Creative Tasks Based on Neurobiological Basics and Their Realization in Foreign Language Didactics

Abstract Summary

Abstract :

Recent work in the field of creativity has experienced a great interest from all sides of research areas. One of its most importantquestions is concerned with how the process of creativity works. Even though we are still far away from answering this, there have been numerous achievements, especially on a neurological basis (cf. Böttger, 2018; Kounios & Beeman, 2014; Shen et al., 2017; Smith & Smith, 2017).























This presentation will deal with the connection between a neurological network of the human brain, the default mode network, and creativity. Due to the fact that creative ideas seldomly arise whilst focusing on the problem itself but rather develop unconsciously during an activity completely different, there is neurological evidence that the underlying reason for that is the activation of the default mode network. Therefore, the goal of this presentation is to take a critical view on the existing findings and draw conclusions for educational practices, in particular regarding foreign language didactics.







The implications deriving thereof show that many students are not only diverse in regard to their age, abilities, or heritage, but also in terms of their way of learning. Hence, this presentation aims to show in which ways students are excluded by existing teaching practices and what can be done to include all students in regard to their specific needs.







In a world, as the one we have today, it is of particular importance that people worldwide, especially students as important members of our prospective society, develop their creative abilities. Since our world changes rapidly every day, it is essential that our students learn how to be creative in order to adjust to their surroundings and help our societies to grow. However, this can only be done by including them all into the learning process.