Nancy D. Bell

Learning about and through humor in the second language classroom

Humorous communication is extremely complex in both its forms and functions (e.g. Norrick, 1993; 2003). Much of the previous work that has put forth suggestions for incorporating humor into the language classroom (e.g. Trachtenberg, 1979; Deneire, 1995; Schmitz, 2002) has not examined these complexities in the detail necessary for the target audience (i.e. classroom language teachers) to be able to make informed judgments concerning its possible role in their classrooms. In addition, these researchers have not made use of naturally occurring interaction in making their recommendations. This article draws on data (interviews, participant observation and discourse analysis of audiotaped or videotaped interaction) collected from three research projects involving the use and understanding of humor by second language (L2) speakers in both classroom and non-classroom situations to illuminate what has so far been a largely theoretical discussion. I critique recommendations for pedagogical applications of humor in the L2 classroom, using examples to demonstrate how these are inadequate for determining what might be taught and learned and to whom. I then present arguments as to why it is appropriate to address L2 humor in the classroom and close with suggestions for incorporating humor into the language classroom.

How native and non-native English speakers adapt to humor in intercultural interaction

Abstract Humor can often carry an implicit negative message and thus be potentially dangerous to use. In addition, it is culturally and linguistically complex and sophisticated. Because of these things, it poses a challenge for L2 (second language) speakers and we might expect to see attempts at humor failing and causing offense in intercultural interaction. This paper reports on a study that examined humor in interaction between native and non-native speakers of English and found that humor did not seem to be a cause of conflict because of adjustments speakers made to their speech and their situated interpretations of meaning. In general, taboo topics and potentially dangerous forms of humor were avoided and humor was carefully contextualized. Native speakers reported being careful about the vocabulary they used in creating humor and both sides appeared to approach humor in intercultural communication prepared to accommodate the other and with an attitude of leniency.

Language, Learning, and Teaching

In the previous chapter I emphasized the variation that exists among TESOL practitioners, but in this chapter we will focus on our common knowledge base: language, teaching, and learning. As noted in Chapter 1, teaching is not simply a matter of imitating or avoiding the actions of other instructors we have observed. Good teaching requires a great deal of technical, specialized knowledge: an understanding of the structure and functions of language, of general principles of learning, of how languages are acquired, and, yes, of pedagogical principles. This chapter will introduce you to a variety of theoretical perspectives and current thinking on language, learning, and teaching.

Facilitating Second Language Acquisition in Elementary and Secondary Physical Education Classes

Abstract The increasingly diverse student population makes every teacher a teacher of English.

Formulaic Language, Creativity, and Language Play in a Second Language

Since the late 1990s, the field of applied linguistics has seen a revival of interest in the topic of linguistic creativity and language play, with several theoretical works spawning a variety of empirical studies of (second language) L2 learners. This chapter reviews recent literature in order to examine the reciprocal relationship between formulaic language and L2 language play. Formulaic language provides a point of reference against which other uses can be recognized as creative or playful. At the same time, language play can also create new linguistic conventions. Thus, while the relationship between formulaic language and language play has not been explicitly addressed, as the examples presented here will demonstrate, formulaic language is a necessary part of much language play. This article begins by theorizing the relationship between formulaic and playful language. This relationship is then examined in terms of functions, age differences, and media differences, and the article closes with a number of suggestions for future research.

Wordplay in church marquees

Abstract Despite research demonstrating a certain degree of incompatibility between humor and religion, church marquees in the United States frequently use humor, and especially puns, as a way of advertising religious messages. Is the wordplay found in this context different from wordplay in general? Our comparison of the puns found on church billboards versus those found in a general corpus of puns reveals significant differences in structure and content, suggesting that these puns represent a specific type of humor. The discussion outlines possible reasons for these differences, with a focus on social context.

Safe Territory? The Humorous Narratives of Bilingual Women

Humor in a second language (L2) can present an intimidating linguistic and cultural challenge for L2 speakers, yet it is a crucial means by which friendships are developed. In this article, I report on the humorous narratives constructed by 4 bilingual women in interaction with native English speakers. Unlike previous studies, which have pointed to womens tendencies to tell stories of their own foibles, these women told few first-person narratives, and these often positioned the speaker in a positive manner. The majority of these womens narratives contained third-party protagonists and frequently demonstrated that partys foolishness. The results show an overall pattern of positive self-portrayal of by the narrator. Telling overtly or implicitly self-aggrandizing stories was a way for these women to create solidarity among themselves and deal with the marginalization that many L2 speakers experience by virtue of their nonnative speaker status.

Book review: MICHAEL BILLIG, Laughter and Ridicule: Towards a Social Critique of Humour. London: Sage, 2005. 264 pp.

Chapters 5 and 6 are related to the category of social class. The narratives do not present social discourse or social struggle. Social mobility is associated with a horizontal, not a vertical, movement, a geographical displacement from: South–North, Mexico–United States. Another significant element in the construction of identity is that poor Anglos did not reproduce the hegemonic representation that Mexicans are the poorest. Instead, they indicated that poverty is in all places, so that, in a discursive paradox, the displacement from the United States to Mexico represents a benefit (cheap medicine and medical attention). Border Identifications is an excellent qualitative work based on an innovate theoretical framework. It can be used as methodology reading in different academic disciplines, and in discourse studies of identity to learn about different groups in their own voice.

39.95 (pbk),

You probably already have some ideas from the last chapter about how to grow as a professional — by conducting and sharing research. In this chapter we delve into this in greater detail and make further suggestions for ways that you can begin developing as a teacher in and after graduate school. And, while searching for a job may at present seem far away, finding that ideal job will be much easier if you start preparing now. In addition, by participating in the activities described in this chapter you will become more familiar with your chosen field and find your transition from student to first-time teacher much less stressful.

104.00 (hbk):

The previous chapter concentrated on the broad areas of language, learning, and teaching, and in doing so introduced you to a number of important concepts in the field. We discovered areas in which there is broad agreement, but also learned more about the wide variety of perspectives that teachers and researchers hold about L2 teaching and learning. That theme continues in this chapter, as we take a closer look at some specific concepts related to TESOL. My goal here, as always, is not to provide a definitive survey, but merely to help familiarize you with the kinds of ideas you will be learning about in hopes that this will make it easier when you do encounter them and so that you might begin to identify areas that are of particular interest to you. If you are reading this book as part of a class where you are assigned a research project (see Chapter 5 for help on conducting research) this chapter can be a source of ideas, suggesting avenues for further inquiry. Whereas in the previous chapter we dealt to a greater extent with theories of language, teaching, and learning, this chapter will lean toward the practical, emphasizing many of the issues that face teachers in the classroom.