Playful Creativity in TESOL: Toward Humor-Integrated Language Learning (HILL)

Abstract

This manuscript is a conceptual article that intends to address ‘playful creativity’ as an under-explored but potentially insightful component of TESOL programs. To this aim, playful creativity is first defined under a critical purview of traditional and recent conceptualizations of creativity. Afterward, ‘creative TESOL’ is briefly addressed. ‘Pedagogical humor’ is next put forth as a practical outlet for playful creativity in language education. To further elaborate on (and operationalize) such creative TESOL, ‘humor-integrated language learning’ (HILL) is outlined. HILL is argued as an innovative pedagogical approach with far-reaching effects. The article anchors the contention for humorizing creative TESOL in a) the literature-informed benefits of pedagogical humor, b) new directions in creativity programs, and c) the criticality of creativity. Several instructional designs and a sample activity are also outlined to better familiarize readers with this approach. The paper finally addresses practical considerations and further developments in HILL within the framework of playful creative TESOL.

Humour Integrated Language Learning (HILL)

“…Despite epistemological discrepancies and controversies, creativity scholars generally agree that creativity contains and entails the two core components of 'novelty' and 'appropriateness' within a certain context (Alves-Oliveira et al, 2021;Chen et al, 2019). Therefore, technically speaking, 'doing humour' is also being creative (Heidari-Shahreza, 2024c;Proyer et al, 2019). This conclusion, as elaborated on later, may have far-reaching implications for humour-integrated education as well as creative pedagogy.…”

“…HILL can directly or indirectly add to these pedagogical dimensions. In particular, student-student interaction, motivation, learning climate and thinking skills, as reasoned before, may be facilitated through a humour-integrated approach (see Forman, 2011;Heidari-Shahreza, 2024c;Martin& Ford, 2018). In the same vein and in the long run, HILL can enhance group/class cohesion, making affordances for 'cooperative language learning'(CLL) (see Bell & Pomerantz, 2016;Shively, 2013).…”

“…As in one's sense of humour (or rather 'humour competence'), playfulness also pivots on an individual's creativity to make a play frame to effect intentions in a novel and light-hearted way (see also Martin & Ford, 2018). The relevant literature indicates that playfulness can strongly be associated with creativity and humour (Heidari-Shahreza, 2024c;Proyer et al, 2019). Thus, to account for the gestalt of humour, playfulness should also be considered as a part of the picture.…”

“…More importantly, the scholarship on pedagogical humour is, at times, indistinguishable or indivisible from the language play literature. Thus, it seems singularly beneficial if not vital to roughly map the (fuzzy) boundaries of humour and language play (see also Attardo, 2020;Forman, 2011;Heidari-Shahreza, 2024c;Nilsen & Nilsen, 2018). In light of the relevant literature (see e.g., Bell, 2012;Cook, 2000;Cekaite & Aronsson, 2005;Heidari-Shahreza, 2018a, 2024c, language play can be defined as the creative manipulation of linguistic elements and features to instigate a humorous effect or to practice (and possibly perfect) one's linguistic competence (i.e., for language learning purposes).…”

“…With an eye to the genetics ties between creativity and humour (see also Proyer et al, 2019), HILL can potentially be a means to reach such objectives. An insightful intersection in this regard is 'playful creativity,' which is, in essence, very close to humour (see also Heidari-Shahreza, 2024c;Proyer, 2017). I will return to this notion later, putting forth suggestions to develop HILL based on playful creativity and playfulness.…”