This paper explores the nature and role of emotional and social competences as key components of effective classroom practice. The study has two phases. In phase one, a survey was conducted to establish the emotional and social intelligence of English language teachers from across the globe, as well as the role of mediating variables. In the second phase, case studies were employed to examine the beliefs and practices of selected highly emotionally and socially intelligent teachers. Discussing the findings, we reflect on the implications for language teaching, language teacher education and further research in this area.
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