Second language (L2) creative writing is a broad field; however, it has just begun to be empirically explored (Chamcharatsri & Iida, 2022; Efverlund & Wachtmeister, 2021). As an emerging multidisciplinary field, Hanauer’s (2010) Poetry as Research and Disney’s (2014) collection of essays, have done much to theoretically stabilise L2 creative writing. For example, Hanauer (2010) views L2 creative writing as a ‘quiet revolution’ in arts-based research that crosses disciplinary lines to study problems in applied linguistics and language teaching using poetry writing as a research and language teaching method (p.1). While crossing ‘disciplinary lines’ is certainly important, the multidisciplinary focus somewhat complicates where the field should be situated and in what journals studies should be published. Moreover, the lack of a dedicated research journal causes a diasporic effect of researchers and pedagogues working in numerous fields on studies of applied linguistics, creativity, composition, education, literature, translation, and cultural linguistics as well as pedagogical modes including literature in language teaching and more broadly English language teaching (ELT) (Hanauer, 2010). This chapter aims to shed light on theory and practice in the methodological approach of teaching L2 creative writing.