Abstract

Humor is an essential yet underutilized pedagogical tool in language education, recognized for its potential to reduce stress, enhance engagement, and foster positive teacher-student relationships. However, the intersection of humor and emotional labor remains largely unexplored, particularly in the unique cultural and educational contexts of Chinese English as a Foreign Language (EFL) teaching. This theoretical paper examines the intersection of humor and emotional labor in the context of Chinese EFL teaching, focusing on how humor functions as a strategy for managing emotional demands and fostering positive classroom dynamics. By synthesizing theoretical perspectives on emotional labor and humor, this paper highlights how Chinese cultural norms surrounding authority and respect shape the use of humor in EFL classrooms. Drawing from literature on emotional labor and humor, this paper explores how humor styles, cultural norms, and emotional regulation intersect in Chinese EFL classrooms.

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