Humor and grammar in the foreign language classroom. Can we laugh at anything?

Abstract

This article describes a set of classroom activities designed for EFL university students of the Teacher and Translator Training Courses to integrate into the EFL classroom a scientific approach to grammar teaching and a decolonial perspective to foreign language teaching.  Firstly, the reasons why humor has been chosen as a means to introduce both a grammatical teaching point such as structural ambiguity and tackle hegemonic social and racial stereotypes are accounted for.  This is followed by a description of the learning context and a  description of the activities proper. The conclusion captures the challenges of  adopting  both enquiry-based learning and a decolonial approach to EFL teaching in a university setting.