Learning to speak the language of emotional intelligence

Научный труд разместил:
20 сентября 2020
Автор: Kuznetsova I. A.

The Case of Cyprus" in Educational Management, Administration and Leadership. Vol. 39. № 5. P. 536-553.

12. Sergiovanni T. J. (2001).Leadership. London: Routledge Falmer.
13. Silins H., Mulford B., Zarnis S. and Bishop P. (2000) "Leadership for organisational learning: Implications for pedagogical quality and student achievement" in K. Leith-wood (Ed.), Understanding Schools as Intelligent Systems. Stamford, CT: Jai Press.
14. Sultana R. G., andBaldacchino G. (1994). Maltese Society: A Sociological Inquiry. Malta: Mireva Publications.
15. Vella A. P. (1961). "The role of private schools in Maltese education", in The Malta Year Book. Malta: Progress Press.
16. Vroom V. H. (1967). Work and Motivation. New York: John Wiley and Sons.

Kuznetsova I. A.


Teaching English in a multi-cultural society implies a lot of does and don&ts. Whereas some of them are learned in schools and teacher-training programs, others are discovered by trial and error, and become competitive tools in the way an ELT practitioner succeeds in the profession. A lot of stories of success in ELT field seem to be connected, at least to some degree, with skillful and purposeful development and utilization of emotional intelligence, a competence which, unfortunately, is still not found on school curriculum as a distinct course with clear objectives and tangible outcomes.

It is important to understand, though, that to have a high level of empathy, optimism and self-awareness and to be effective in managing all processes going on in a class environment is a must in any multi-cultural setting. At the same time, it is reasonable to assume that they are not the sole

objective in teaching English. They are necessary tools that help to get things done effectively and efficiently. Emotional intelligence helps to understand oneself and the students; to effectively manage conflicts and stress.

The purpose of this research is to look into ways of how ELT practitioners could learn from understanding the nature of emotional intelligence and the degree to which it contributes to general work performance: both their own and that of their students&.

The notions of emotion and intelligence were brought up in one context in research concerning neuroscience, psychiatry, physiology and child development, school education, management training, etc. All existing theories within the emotional intelligence paradigm seek to understand how individuals perceive, understand, utilize and manage emotions in an effort to predict and foster personal effectiveness. Thus, the emphasis was made on developmental and educational potential of what has come to be later known as "emotional intelligence" [Mayor Salovey 1997].

The motivation to develop a theory of emotional intelligence, and instruments to measure it, came from a realization that traditional measures of intelligence failed to measure individual differences in the ability to perceive, process, and effectively manage emotions and emotional information. The use of this frame is significant, as it defines emotional intelligence more specifically as the ability to monitor one&s own and others& feelings and emotions, to discriminate among them, and to use that information to guide one&s thinking and actions [Mayor Salovey 1997]. The corresponding mental processes are: perception, appraisal and expression of emotions; emotional support for thinking; understanding and analyzing emotions and applying emotional knowledge; and reflective regulation of emotions. ETL practitioners in their every-day practice work pretty much around and with the same processes.

The term "emotional intelligence" acquired a real worldwide buzz through Daniel Goleman [1995]. He is the one who

represents one of the most prominent additions to the theory within the emotional intelligence paradigm. The researcher popularized the idea of emotional intelligence with the notion that success in life and in a profession does not depend solely on a high IQ score. Making a point that EI (emotional intelligence), unlike IQ (intelligence quotient) can be purposefully developed and changed, he later defined a framework of five competencies that make a person emotionally intelligent: self-awareness, self-regulation, motivation, empathy, and social skills [1998]. Dr. Goleman clarified them in a later article [2001], and presented a framework of emotional intelligence that reflects how an individual&s potential for mastering the skills of self-awareness, self-management, social awareness, and relationship management translates into successes in the workplace. Below is the framework of emotional competencies:

Table1. A framework of emotional competencies

Self-Awareness - Emotional self-awareness - Accurate self-assessment - Self-confidence Social Awareness - Empathy - Service Orientation - Organizational awareness

Self-Management - Self-control - Trustworthiness - Conscientiousness - Adaptability - Achievement drive - Initiative Relationship Management - Developing others - Influence - Communication - Conflict management - Leadership - Change catalyst - Building bonds - Teamwork collaboration

Each of the four domains becomes the foundation for learned abilities, or competencies. That such competencies are learned is a critical distinction.

It seems reasonable to suggest that teachers, who are trained in enhancing their emotional competencies, will be in a better position to do their job, especially in a multi-cultural setting. In

other words, they will be better off to define problems should they arise; analyze situations; generate and analyze ideas; make decisions and determine the steps to be taken to introduce the solution into the classroom. The assumption is that the qualities that make up the four competencies of emotional intelligence, i.e. self-awareness, self-management, social awareness and relationship management, create a better potential and actual skills-base for exercising patience and tolerance across cultures.


1. Goleman D. (1995) Emotional Intelligence .New York: Bantam Books.
2. Goleman D. (1998). Working with emotional intelligence. New York: Bantam Books.
3. Goleman D. (2001). Emotional intelligence: Issues in paradigm building. In C.Cherniss D. Goleman (Eds.), The Emotionally intelligent workplace(pp. 13-26),Jossey-Bass: San Francisco.
4. Mayer J. D., Salovey P. (1997). What is emotional intelligence? IN P. Salovey and D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for Educator (pp. 3-34). New York, NY: Basis Books.

Nicole Späth M. A.


My aim for intercultural training courses is an intercultural sensitisation and increase in intercultural competence. Intercultural competence is needed nowadays in so many situations. For example, students often need it when they start attending a university because of studying together with students from other cultures; or they might need it in their future professions. There are three questions important for sensitising people in such training courses: 1) Who am I?