Cultural Sensitivity and Emotional Intelligence in Teaching English to Diverse Learners

Abstract

This study examines emotional intelligence (EI) and teacher culture-sensitivity as predictors of students' achievement in the English language from multicultural cultural backgrounds. A mixed-method design included quantitative questionnaires from 20 English teachers and 200 students, student interviews, and classroom observations. Teachers also reacted to valid EI measures as well as culture-sensitivity measures, and students' English proficiency (via pre-course and post-course tests), as well as engagement (via feedback questionnaires), were monitored over one school term. Via multiple regressions, both EI and culture-sensitized pedagogies of teachers were statistical, positive predictors of students' gains in language proficiency, together predicting approximately 45% variability in learning outcomes. Furthermore, student interviews and classroom observations corroborated quantitative findings, with high EI and culture-sensitized teachers creating more positive, engaging classroom atmospheres that supported student participation as well as confidence in English. The study highlights teacher EI, as well as culture-sensitized pedagogies, as central to supporting second language learning in a multicultural student population. Training teachers in EI development as well as in culture-sensitized pedagogies is recommended as a way forward to enhance English pedagogy. The study is a contribution to a developing body of research on teacher socio-emotional as well as intercultural competence in second language pedagogy.