EFL Teachers’ Identity and Power in China: A Discursive Analysis of Their Humor

Previous studies examined the benefits of use humor in language classrooms, but none them has queried a deep understanding role from teachers’ perspectives. This qualitative case study explored perceptions three Chinese secondary school English as foreign (EFL) teachers on period six months research. It discussed EFL identity and proposed strategy that helps maintain or shift power teaching context. The path this can be applied to educational scenarios similar schools which exam is oriented size class large.