Humour Integrated Language Learning (HILL)

Abstract

There has been a notable surge in the studies on humour in the language classroom in the past two or even three decades. This burgeoning literature seems to have already entered the threshold of a field of study. In this article, humour-integrated language learning (HILL) is put forth as an umbrella term for diverse attempts to employ pedagogical humour in language education. HILL principally refers to a diverse suite of methods, tools and techniques where humour serves as a means (and/or an end) in language learning. It is envisaged that this paper can a) open a window on (L2) pedagogical humour in its diverse manifestations, b) underscore the potentiality latent in L2 humour to inform and influence language learning, c) present a more insightful, coherent picture of the attempts to use humour in language learning, and d) outline further developments and future directions in humour-informed research and practice within language education. This article also aims to broaden the borders of HILL by making connections between pedagogical (L2) humour and other relevant notions and approaches such as playful learning, creative pedagogy, critical pedagogy, technology-enhanced language learning (TELL), etc.