Reconciling Franchi's creativity-based approach with Chomsky's linguistic framework: a path to redrawing grammar teaching?

Abstract

This article explores the conceptual intersection between Carlos Franchi’s notion of vertical creativity and Noam Chomsky’s hierarchical model of generative grammar, aiming to articulate perspectives from Brazilian interactional linguistics and cognitive-generative linguistics. Based on bibliographic and documentary research, the study argues that the cognitive and expressive potential present in Chomskyan recursion significantly aligns with Franchi’s view of linguistic creativity as a vertical, contextual, and innovative process. By analyzing how recursion not only generates syntactic complexity but also enables original linguistic expression, the study proposes a synthesis between creativity and formal structure. Methodologically, a theoretical and analytical approach is adopted, combining interpretive readings of foundational texts with selected linguistic examples. Special attention is given to Franchi’s reflections in his 1991 and 1992 articles, particularly episodes involving Father Matos, which illustrateThis article explores the conceptual intersection between Carlos Franchi’s notion of vertical creativity and Noam Chomsky’s hierarchical model of generative grammar, aiming to articulate perspectives from Brazilian interactional linguistics and cognitive-generative linguistics. Based on bibliographic and documentary research, the study argues that the cognitive and expressive potential present in Chomskyan recursion significantly aligns with Franchi’s view of linguistic creativity as a vertical, contextual, and innovative process. By analyzing how recursion not only generates syntactic complexity but also enables original linguistic expression, the study proposes a synthesis between creativity and formal structure. Methodologically, a theoretical and analytical approach is adopted, combining interpretive readings of foundational texts with selected linguistic examples. Special attention is given to Franchi’s reflections in his 1991 and 1992 articles, particularly episodes involving Father Matos, which illustrate language as a creative act rooted in cultural and dialogical contexts. These are examined in light of the cognitive perspective developed by Hauser, Chomsky, and Fitch (2002), who position recursion as the core of the faculty of language. The results suggest that Chomsky’s theory of hierarchical recursion provides a strong foundation for understanding how linguistic creativity operates. Syntactic operations are shown not to be merely mechanical but deeply linked to semantic and pragmatic processes. Therefore, creative grammar teaching should highlight the mutual constitution between form and meaning, opening new emancipatory pedagogical pathways.

Este artículo explora la intersección conceptual entre la noción de creatividad vertical de Carlos Franchi y el modelo jerárquico de gramática generativa de Noam Chomsky, con el objetivo de articular perspectivas de la lingüística de la interacción brasileña y la lingüística cognitivo-generativa. Basado en investigación bibliográfica y documental, el estudio sostiene que el potencial cognitivo y expresivo presente en la recursividad chomskiana se alinea significativamente con la visión de Franchi sobre la creatividad lingüística como un proceso vertical, contextual e innovador. Al analizar cómo la recursividad no solo genera complejidad sintáctica, sino que también posibilita la expresión lingüística original, se propone una síntesis entre creatividad y estructura formal. Metodológicamente, se adopta un enfoque teórico y analítico, con lecturas interpretativas de textos fundamentales y ejemplos lingüísticos seleccionados. Se presta especial atención a las reflexiones de Franchi en sus artículos de 1991 y 1992, en particular a los episodios con el Padre Matos, que ilustran el lenguaje como acto creativo arraigado en contextos culturales y dialógicos. Estos se examinan a la luz de la perspectiva cognitiva desarrollada por Hauser, Chomsky y Fitch (2002), quienes sitúan la recursividad como núcleo de la facultad del lenguaje. Los resultados sugieren que la teoría chomskiana de la recursividad jerárquica ofrece una base sólida para comprender cómo funciona la creatividad lingüística. Las operaciones sintácticas no son mecánicas, sino que se vinculan a procesos semánticos y pragmáticos. Así, la enseñanza gramatical creativa debe resaltar la constitución mutua entre forma y significado, abriendo nuevas vías pedagógicas emancipadoras.