The Pedagogical Effectiveness of Using Plurilingualism and humor for French Students Learning Korean

Objectives The purpose of this study was to examine how the combination of plurilingualism and humor can enhance engagement, linguistic comprehension, and the recognition of intercultural competencies in Korean language teaching. Methods This research was based on classroom self-observations, i.e. 5 weeks, followed by semi-structured interviews, and a questionnaire administered during class, analyzing students' perceptions of and the impacts of the pedagogical approaches. Results Plurilingualism facilitated the comprehension of complex concepts by utilizing students' linguistic repertoires. Humor, in contrast, contributed to reducing anxiety, sustaining attention, and making lessons more interactive. Together, these approaches fostered active participation and supported a deeper integration of linguistic and cultural content. Conclusions Plurilingualism and humor emerged as highly effective complementary tools, creating an inclusive and engaging learning environment. However, the study's limitations, such as the small sample size and brief observation period, highlight the need for broader and more extensive future research.