Perspectives: English lessons can foster creativity in students

Having had the privilege of working in Hong Kong schools as a native English-speaking teacher (NET) for nearly 16 years, I have witnessed an upsurge in creativity since electives such as short stories, poetry and songs, drama and popular culture were introduced in Hong Kong secondary schools during the 2009-2010 academic year.

School-based Assessment (SBA) was inaugurated at about the same time. I have found that my local English teacher (LET) colleagues have responded well to all these changes which have formed part and parcel of the 3+3+4 reforms in Hong Kong schools.

The net result has been a freeing up of the English language syllabus. From my point of view, as well as from those of many NET and LET colleagues, this has been a very positive development. It has improved Hong Kong students' accuracy and appreciation of the English language.

One salient feature has been that NETs and LETs have been able to work cooperatively in order to try to fire up the students' "right brains" - the side of the brain that researchers such as Roger Sperry have found to wield a marked influence on our emotions, intuitions and all-round creativity.

The right hemisphere of the brain had traditionally been neglected in favour of the "left brain" of linear order and mathematical organisation.

In this fashion, a quiet revolution has been taking place in Hong Kong classrooms. NETS and LETs have been joining forces to liberate young minds, and English-language teaching has become more interesting and relevant as a result of it.

It is almost as if, together, we have absorbed the lessons of Lisa Baumgartner's transformational learning theory (2001), whereby far-reaching changes can be induced in the student learners.

But so much for the theory. How might creativity work in practice in Hong Kong schools?