In recent years, ELT has been borrowing and adapting from a variety of models and methodologies originating in psychology and neurology in order to better understand and cater for individual learners. Emotional Intelligence or EQ (Emotional Quotient) theory was originally developed in the1970s and 80s but was popularised by Daniel Goleman in the mid-90s. In the business world, EQ has become a tool in human resource planning, recruitment, management and customer relations. Why EQ? Supporters of EQ argue that conventional concepts of intelligence are too narrow and that success requires more than IQ, which ignores behaviour and character. Academic success is not necessarily accompanied by equivalent social skills. EQ acts as a complement toMultiple Intelligence (MI) theory, both recognising that individuals possess a range of capabilities and that everybody has a value. EQ argues that success requires awareness, control and management of one's own emotions, and those of other people. Goleman identifies the five 'domains' of EQ as:
by Steve Darn
EQ also involves becoming skilled at handling your own emotions and impulses, motivating yourself and improving your empathy and social skills. EQ and ELT EQ is said to provide ways of understanding and assessing behaviour patterns and is therefore relevant to both organisational and personal development. In education, it is a concept which applies to the institution, teachers and students. The benefits can be summarised as:
- Self-awareness. This relates to recognising and being able to name our feelings. Having emotional intelligence enables a person to link the thinking part of their brain with the feeling part.
- Motivation. This relates to being able to keep yourself going despite failures such as a poor exam result. It is much easier to lose motivation if we constantly aim for perfection.
- Self-regulation. This relates to the way we handle our emotions. We are not only able to name our feelings but also do something about them before they negatively affect our lives and the lives of others.
- Empathy. This relates to being able to read the emotions of other people. People with empathy tend to be more successful with their relationships, which has a subsequent positive effect at home and at work or study.
- Adeptness in relationships. Being able to sense other people’s feelings, you are then able to handle them appropriately.
- Avoiding anxiety and depression.
- Promoting academic success.
- Establishing patterns for future life.
- M aking the whole experience more rewarding and enjoyable for all.
- Developing skills that are in demand by employers.
In the language classroom, attention to EQ faces the additional consideration of emotional literacy or the ability to express emotions in L2. Thus, the teacher needs not only to focus on appropriate classroom techniques, but also on specific areas of language.
Classroom management and teaching techniques
The language of emotions The teacher’s job here is to draw attention to language that enables the expression of emotions and feelings. This language consists mainly of a few main verbs, a wide variety of adjectives, and the use of modals, but is best seen in terms of functions:
- Ice breakers and warmers help students get to know each other and promote interest in lessons if they are related to the topic area.
- Variety of activities tomaintain interest and allow for different approaches to learning and individual learning styles.
- Role-plays and simulations should be carefully set up and related to the real world. Students need to be guided and given time to adopt roles. Guided fantasy and drama techniques are useful tools in this process.
- Group work encourages cooperation. Group composition should be changed often since there is a tendency for high EQ students to work together, but EQ can be also learned by example. Tasks should be designed so that all members have to contribute and have the same outcome.
- Project work . Students are often competitive. Group completion of assessed and unassessed projects also encourages cooperation.
- Giving feedback on performance and making clear what is expected. Feedback should be specific, objective and focused on an aspect of performance that the student is able to change.
- Getting feedback on tasks and how students felt during the task.
- Brainstorming and discussion encourages the sharing of knowledge and opinions on a topic.
EQ also involves the avoidance of language to do with strong advice, commands, control, criticism and judgement.
- Labelling feelings (I feel impatient/hurt/bitter) rather than labelling people (you are insensitive)
- Distinguishing between thoughts (I feel like/ I feel as if / I feel that) and feelings.
- Taking responsibility for feelings (I feel jealous vas You’re making me jealous)
- Respecting feelings (How will you feel if I…./ How will you feel if I don’t….)
- Showing empathy(I understand / accept / realise)
- Being positive(What would help me feel better?)
- Suggesting(I/you could) rather than advising (I/you should)
- Stating wants and needs (I/you should/could/need/want to) rather than obligations (I/you must)
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