‘Don’t Laugh at Me!’: Gelotophobia and Its Effect on Multicultural Language Teaching Environment

Humour is frequently associated with positive thoughts and images, and is therefore characterized by its benevolent aspects. This phenomenon is often observed within social interaction environments. Some of the characteristics that contribute to the constructive nature of humour include strengthening communication, breaking the ice, fostering sincerity, providing relaxation, and releasing charged energy. However, despite these positive aspects, it is crucial not to overlook the destructive, non-bona-fide aspects of humour such as mockery, criticism, belittlement, insults, ridicule, contempt, and trivialization. The negative effects of these attributes can extend beyond mere boredom, low morale, or emotional distress, potentially leading to clinical-level psychological problems and even social anxiety disorder. One specific psychological problem associated with social anxiety disorder is gelotophobia, the fear of being laughed at and ridiculed. This study emphasizes the potential impact of gelotophobia on social anxiety, lack of self-confidence, low self-esteem, and poor communication skills, and how these conditions can result in reticence, avoidance of active participation, limited interaction, and reluctance in language learning processes. Moreover, considering the structural characteristics of multicultural language learning environments, this study suggests that educators should consider the situations of gelotophobic individuals and design learning environments, methods, and activities accordingly. In this context, the study aims to address the following questions: what is gelotophobia, how does it affect the learning process of individuals in multicultural language learning environments, and what can be done to improve the language learning process and experience of gelotophobic individuals? By discussing the concept of gelotophobia and its impact on multicultural language learning environments, this study will raise awareness among language educators equipped with inclusive learning methods, cultural sensitivity, and empathetic approaches.