Cultural Intelligence and Literature

Kód výsledku v IS VaVaI

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Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Cultural Intelligence and Literature

Popis výsledku v původním jazyce

The newly minted field of cultural intelligence (CQ) draws from many branches of the academy: linguistics, anthropology, psychology, international business as well as the global English movement (which is at the vanguard of English-language teacher education). While pedagogy often makes use of the psychological research done in the field known as emotional intelligence (also known as EQ or empathic competence), and in turn literature has clearly been demonstrated to improve emotional intelligence, the link between literature and cultural intelligence has yet to be explored. The chapter will examine how literature, framed by rubrics employed in cultural intelligence training, might be used in the second-language teacher education. Culturally competent language teachers can use these skills to improve pedagogical outcomes as well as help them to manage and participate in and outside the intercultural or multicultural classroom. By way of example, the chapter draws on cultural value dimensions designed by David Livermore of the Cultural Intelligence Center and uses them to frame various literatures from modernism, postcolonialism, and science fiction such as Ernest Hemingway, Viet Thanh Nguyen, Kazuo Ishiguro, and Ursula K Le Guin.

Název v anglickém jazyce

Cultural Intelligence and Literature

Popis výsledku anglicky

The newly minted field of cultural intelligence (CQ) draws from many branches of the academy: linguistics, anthropology, psychology, international business as well as the global English movement (which is at the vanguard of English-language teacher education). While pedagogy often makes use of the psychological research done in the field known as emotional intelligence (also known as EQ or empathic competence), and in turn literature has clearly been demonstrated to improve emotional intelligence, the link between literature and cultural intelligence has yet to be explored. The chapter will examine how literature, framed by rubrics employed in cultural intelligence training, might be used in the second-language teacher education. Culturally competent language teachers can use these skills to improve pedagogical outcomes as well as help them to manage and participate in and outside the intercultural or multicultural classroom. By way of example, the chapter draws on cultural value dimensions designed by David Livermore of the Cultural Intelligence Center and uses them to frame various literatures from modernism, postcolonialism, and science fiction such as Ernest Hemingway, Viet Thanh Nguyen, Kazuo Ishiguro, and Ursula K Le Guin.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

60206 - Specific literatures

Projekt

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Návaznosti

V - Vyzkumna aktivita podporovana z jinych verejnych zdroju

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Anglophone Literature in Second-Language Teacher Education Curriculum Innovation through Intercultural Communication

ISBN

978-0-367-25652-4

Počet stran výsledku

15

Strana od-do

106-120

Počet stran knihy

206

Název nakladatele

Routledge

Místo vydání

Londýn VB

Kód UT WoS kapitoly

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