The interdependence of the creative process and the communication process is examined. Artistic creativity, humanistic creativity, and creativity in the psychological laboratory are briefly examined, and Guilford's structure-of-intellect (SI) model is analyzed. Instead of categorizing people according to their general intellectual ability, the SI model recognizes a diversity of intellectual abilities, possessed by each individual to some degree or another. Creativity in an educational context and creativity in the second language classroom are then examined. Convergent tasks and divergent-production tasks are discussed and examples are provided. Creative problem solving in second language learning is considered, and a discussion and examples are presented concerning linguistic factors, sociolinguistic factors, and nonverbal factors. Creativity in the second language classroom is also seen to involve activities designed to encourage imaginative behavior through verbal play, creative writing, and creative reading. The following are discussed as ways of facilitating enhanced communication in the classroom: reevaluating student/teacher roles, providing activities that ensure student success, and encouraging risk-taking on the part of students. (SW)