While creativity is being promoted in Western states as the best approach to economy and declared by European institutions as an injunction for everyone, how could foreign language teachers make use of this concept in their classrooms? This paper answers the question by identifying the development that can occur when creativity is included in the process of foreign language teaching/learning and training of teachers. Based on theoretical literature on creativity, the present paper takes into account the evolution of this notion in terms of its social representation and identifies its main characteristics. By referring to enunciative linguists’ theories, the author defines language creativity and further on discusses the integration of this concept in teaching/learning of foreign languages and cultures, and in training of teachers, thus inviting to go beyond the standard of the Common European Framework of Reference for Languages.