Cultural Sensitivity and Emotional Intelligence: Interconnected Competencies for Educators in Diverse English Language Classrooms

Abstract

Cultural sensitivity (CS) and emotional intelligence (EI) are essential attributes for educators instructing heterogeneous learners in multicultural settings.  This research investigated emotional intelligence and communication skills among English language instructors with differing language proficiencies (monolinguals and multilingual).  Participants completed an internet survey, including demographic inquiries about language proficiency, teaching experience, standardized emotional intelligence and critical thinking skills assessments.  The results indicated no statistically significant variations in emotional intelligence or cognitive skill levels according to the number of languages spoken.  A significant association between language status (monolingual/multilingual) and CS was not identified.  A statistically significant positive connection was seen between CS subscales (intercultural communication) and EI subscales, indicating that educators with elevated CS are likely to have enhanced EI.  These results suggest that while multilingualism may not independently improve EI or CS, educators who develop cultural sensitivity will likely exhibit increased emotional intelligence, which is essential for creating inclusive and prosperous learning environments.  Professional development for educators of different learners should highlight the integration of cultural sensitivity and emotional intelligence training rather than concentrating only on language learning.