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In applied linguistics, creativity has traditionally been conceptualized as an anthropocentric activity where semiotic resources are used as mediating tools to generate new meaning. This article challenges that view by exploring the non-representational forces that vitalize creativity to keep language moving in a theatre game played with multilingual youth and pre-service language teachers. In particular, it operationalizes Deleuze's notion of stuttering to map the contours of linguistic movement in the literacy activity. This paper also gestures toward retheorizing creativity as difference-in-itself, making a break from previous research where creativity is determined on the basis of its relation to something else. Implications include the need to explore creativity in general on its own grounds, and linguistic creativity in particular as part of a moving assemblage of human and non-human forces, bodies, and agencies. [ABSTRACT FROM AUTHOR]

This study explores how, using a multimodal approach to integrating language and content teaching, high school students with limited English proficiency can be supported to engage in rich, complex interpretations of literary works in English and to realize their interpretations linguistically in written academic discourse. Findings suggest that a multimodal approach, in combination with cooperative group work and L1 use, has considerable potential in promoting ELL students’ academic success. [ABSTRACT FROM AUTHOR]