The European Journal of Humour Research

Vol 9, No 4 (2021)

Book review: Rucynski, John. Jr. & Prichard, Caleb. (eds.). (2020). Bridging the Humour Barrier: Humour Competency Training in English Language Teaching. Lanham: Lexington Books

Villy Tsakona


Book review


Absolom, M. & De Saint Leger, D. (2011). ‘Reflecting on reflection: Learner perceptions of diaries and blogs in tertiary language study’. Arts and Humanities in Higher Education 10 (2), pp. 182-211.

Archakis, A. & Tsakona, V. (2012). The Narrative Construction of Identities in Critical Education. Basingstoke: Palgrave Macmillan.

Bell, N. D. (2009). ‘Learning about and through humour in the second language classroom’. Language Teaching Research 13 (3), pp. 241-258.

Bell, N. D. & Pomerantz, A. (2016). Humour in the Classroom: A Guide for Language Teachers and Educational Researchers. New York: Routledge.

Billig, M. (2005). Laughter and Ridicule: Towards a Social Critique of Humour. London: Sage.

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge: MIT Press.

Cook, G. (2000). Language Play, Language Learning. Oxford: Oxford University Press.

Hempelmann, C. F. (2016). ‘Humour in the teaching of writing: A microethnographic approach’. EuroAmerican Journal of Applied Linguistics and Languages 3 (2), pp. 42-55.

Kramsch, C. (2008). ‘Ecological perspectives on foreign language education’. Language Teaching 41 (3), pp. 389-408.

Meyer, J. C. (2000). ‘Humour as a double-edged sword: Four functions of humour in communication’. Communication Theory 10 (3), pp. 310-331.

Morreall, J. (2010). ‘Comic vices and comic virtues’. Humour: International Journal of Humour Research 23 (1), pp. 1-26.

Schnurr, S. (2010). ‘Humour’, in Locher, M. A. & Graham, S. L. (eds.), Interpersonal Pragmatics, Berlin: De Gruyter Mouton, pp. 307-326.

Stamou, A. G. (2012). ‘Representations of linguistic variation in children’s books: Register stylisation as a resource for (critical) language awareness’. Language Awareness 21 (4), pp. 313-329.

Tsakona, V. (2013). The Sociolinguistics of Humour: Theory, Functions and Teaching. Athens: Grigoris Publications.

Tsakona, V. (2019). ‘Talking about humour, racism, and anti-racism in class: A critical literacy proposal’. Bulletin of the Transilvania University of Braşov, Series IV: Philology and Cultural Studies 12 (61) (2), pp. 111-141.

Tsakona, V. (2020). Recontextualising Humour: Rethinking the Analysis and Teaching of Humour. Boston: De Gruyter Mouton.

Tsami, V. (2018). Mass culture texts and language variation: Critical analysis and development of teaching material. University of Patras, Greece. Retrieved November, 17 2018) from

Wee, S.-J., Kim, K. J. & Lee, Y. (2019). ‘“Cinderella did not speak up”: Critical literacy approach using folk/fairy tales and their parodies in an early childhood classroom’. Early Child Development and Care 189 (11), pp. 1874-1888.