The theory of Emotional Intelligence and its measurement, the Emotional Quotient (EQ) were developed in the 1970s and 80s but popularised by Daniel Goleman in the mid-90s. EQ is one of many concepts and models originating in psychology which are being incorporated into language teaching. Goleman defines EQ as ‘the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.’The theory has been applied extensively in the business world, but has also become a focus of attention in education as the result of research which shows that successive generations are becoming less emotionally aware. Changes in family structure, the reduced role of parents in education, mobility and technology are seen as contributing factors leading to the necessity to develop EQ at all levels of education and across the curriculum.
EQ Theory
EQ theory argues that conventional measurements of intelligence ignore behaviour and character and that success in education or the business world requires academic ability but also equivalent social skills. EQ might be seen as a complement to Multiple Intelligence theory, while there are very strong links between EQ and behavioural models and theories such as Transactional Analysis,Neuro-Lingustic Programming and Maslow’s hierarchy of human needs. Daniel Goleman identifies five ‘domains’ of EQ:#
* Self-awareness - Recognising and being able to name our feelings.
* Motivation - The ability to keep going despite failures.
* Self-regulation - The way we handle our emotions to avoid negative effects.
* Empathy - The ability to read the emotions of others.
* Adeptness - Being sensitive to the feelings of others and handling them appropriately to build positive relationships.
EQ and ELT
Because EQ is about understanding and assessing behaviour patterns it is relevant to the development of both the individual and the organisation. In education, it applies to the institution, teachers and students through promoting academic success while reducing anxiety and negative feelings during the learning process. At the same time, patterns for future life are established while skills are developed that are in demand by employers.
At an institutional level, the emphasis is on creating an environment conducive to raising students’ EQ. Much of this involves creating a sense of identity, safety and value. In this way, institutions and teachers are responsible for fostering:
* Attachment – A sense of belonging to the school or university.
* Reassurance – That others experience difficulties.
* Bonding – Facilitating the formation of friendships.
* Induction – Informing students of what is available.
* Training – In study skills, time management and stress reduction.
* Holism – Balancing academic learning with physical and social activities.
In the language classroom, all the above apply and are the responsibility of the teacher, but attention to EQ faces the additional considerations of emotional literacy (the ability to express emotions) in L2, and the necessity for good group dynamics and student interaction.
In the days of rote-learning and the teacher-centre classroom, interrelationships among the group were not vital, but in communicative language teaching, where pair and groupwork are the norm, support and co-operation between learners is essential.
Teenage learners in particular are often reluctant to co-operate, often as a result of repressed fear, anxiety and anger rather than linguistic inability, and are unlikely to learn much in a student-centred classroom. Thus, the teacher needs to focus on areas of language used to express emotions, and on classroom techniques which will reduce tension and produce better group dynamics.
