Volume 1, Issue 2  August 2018, pp. 54–63          Download PDF

Short Articles
Emotional intelligence and intercultural competence: Theoretical questions and pedagogical possibilities

Ivett Guntersdorfer https://orcid.org/0000-0001-5874-852X1, Irina Golubeva https://orcid.org/0000-0002-8505-10472

1 Ludwig-Maximilans-Universitat, Germany I.Guntersdorfer@ikk.lmu.de
2 University of Maryland, Baltimore County, USA golubeva@umbc.edu

DOI: https://doi.org/10.29140/ice.v1n2.60


Abstract

Against the background of increased global mobility and the need to communicate effectively across cultures, the development of Emotional Intelligence (EI) is of growing importance to those involved in intercultural education. There are important theoretical synergies between EI, which is comprised of components such as self-awareness, self-regulation, motivation, empathy and social skills (Goleman, 1998), and models of intercultural competence (IC) commonly utilised in intercultural education (e.g., Byram, 1997; Deardorff, 2006). In particular, one of the components of EI, empathy has recently attracted attention from new perspectives (Epley, 2014; Bloom, 2016; Breithaupt, 2017a, 2017b). In this paper, we consider the place of EI within models of intercultural competence and then offer theoretical and pedagogical discussion on one particular element of EI-empathy-that we believe will be useful to intercultural educators.



Copyright

© Ivett Guntersdorfer, Irina Golubeva

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.


Suggested citation

Guntersdorfer, I., & Golubeva, I. (2018). Emotional intelligence and intercultural competence: Theoretical questions and pedagogical possibilities. Intercultural Communication Education, 1(2), 54–63. https://doi.org/10.29140/ice.v1n2.60


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