Schlagworte
primary school students
bilinguals
multilinguals
Zitationsvorschlag
Abstract
There have been numerous studies conducted on the importance of multiple intelligence levels of learners and the significance of language learning. By contrast, this study dwells on exploring cultural intelligence, its components and the relationship between cultural intelligence and language learning. To achieve this aim, bilingual and multilingual primary school students were selected and administered a cultural intelligence questionnaire to detect whether or not there is a relationship between these two aspects. The results yield the fact that multilinguals have higher scores in cultural intelligence, showcasing that those who are open to other cultures and can easily adapt to new patterns of thinking are likely to learn languages with ease.
Literaturhinweise
Ang, S. / van Dyne, L. (2008) Handbook of cultural intelligence: Theory, measures and applications. Armonk: M.E. Sharpe.
Ang, S. / van Dyne, L. / Koh, C. (2006). Personality correlates of the four-factor model of cultural intelligence. Group and Organization Management, 31 (1), 100–123. DOI: https://doi.org/10.1177/1059601105275267
Ang, S. / van Dyne, L. / Koh, C. / Yee Ng, K. / Templer, K. / Tay, C. / Chandrasekar, N. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3 (3), 335–371. DOI: https://doi.org/10.1111/j.1740-8784.2007.00082.x
Barac, R. / Bialystok, E. (2012). Bilingual effects on cognitive and linguistic development: Role of language, cultural background, and education. Child Development, 83 (2), 413–422. DOI: https://doi.org/10.1111/j.1467-8624.2011.01707.x
Bernardo, A. / Presbitero, A. (2018). Cognitive flexibility and cultural intelligence: Exploring the cognitive aspects of effective functioning in culturally diverse contexts. International Journal of Intercultural Relations, 66, 12–21. DOI: https://doi.org/10.1016/j.ijintrel.2018.06.001
Bialystok, E. (1986). Factors in the growth of linguistic awareness. Child Development, 57, 498–510. DOI: https://doi.org/10.2307/1130604
Bialystok, E. (1993). Metalinguistic awareness: The development of children’s representations of language. In: C.A. Pratt / E. Garton (eds.), The development and use of representation in children (pp. 211–233). London: Wiley.
Bialystok, E. (2001). Bilingualism in development: Language, literacy, and cognition. New York, NY: Cam- bridge University Press. DOI: https://doi.org/10.1017/CBO9780511605963
Bialystok, E. (2009). Claiming evidence from non-evidence: A reply to Morton and Harper. Devel- opmental Science, 12, 499–501. DOI: https://doi.org/10.1111/j.1467-7687.2009.00868.x
Bialystok, E. (2010). Global – local and trail-making tasks by monolingual and bilingual children: Beyond inhibition. Developmental Psychology, 46 (1), 93–105. DOI: https://doi.org/10.1037/a0015466
Bialystok, E. / Barac, R. / Blaye, A. / Poulin-Dubois, D. (2010). Word mapping and executive functioning in young monolingual and bilingual children. Journal of Cognition and Development, 11 (4), 485–508. DOI: https://doi.org/10.1080/15248372.2010.516420
Bialystok, E. / Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122, 67–73. DOI: https://doi.org/10.1016/j.cognition.2011.08.003
Bialystok, E. / Martin, M.M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7 (3), 325–339. DOI: https://doi.org/10.1111/j.1467-7687.2004.00351.x
Brislin, R. / Worthley, R. / Macnab, B. (2006). Cultural Intelligence: Understanding behaviors that serve people’s goals. Group and Organization Management, 31 (1), 40–55. DOI: https://doi.org/10.1177/1059601105275262
Bücker, J. / Furrer, O. / Lin, Y. (2015). Measuring cultural intelligence (CQ): A new test of the CQ Scale. International Journal of Cross Cultural Management, 14 (3), 259–284. DOI: https://doi.org/10.1177/1470595815606741
Canbay, F. (2020). The relationship between cultural ıntelligence and language learning motivation. Journal on Educational Psychology, 13 (4), 34–43. DOI: https://doi.org/10.26634/jpsy.13.4.17003
Chibaka, E.F. (2018). Advantages of bilingualism and multilingualism: Multidimensional research findings. In: B.S. Chumbow (ed.), Multilingualism and bilingualism, 15, 5–36. https://www. intechopen.com/chapters/59744 DOI: https://doi.org/10.5772/intechopen.74625
Contini, R.M. / Maturo, A. (2010). Multi-ethnic society and cross-cultural perspectives in the school. Procedia: Social and Behavioral Sciences, 5, 1537–1545. DOI: https://doi.org/10.1016/j.sbspro.2010.07.339
Costa, A. / Hernández, M. / Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106, 59–86. DOI: https://doi.org/10.1016/j.cognition.2006.12.013
Crowne, K.A. (2009). The relationship among social intelligence, emotional intelligence and cultural intelligence. Organization Management Journal, 6 (3), 148–163. DOI: https://doi.org/10.1057/omj.2009.20
Daddino, J.S. (2019). Assessing multilingual learners: A multi-method approach to examining culture, identity, and study methodology. (Doctoral dissertation). New York: Fordham University ProQuest Dissertations Publishing. https://eric.ed.gov/?id=ED607900.
Dewaele, J.-M. / Heredia, R. / Cieślicka, A. (2020). How childhood languages shape future language use and cultural orientation. Multicultural Education Review, 12 (2), 117–135. DOI: https://doi.org/10.1080/2005615X.2020.1762306
Earley, P.C. / Ang, S. (2003). Cultural Intelligence: An analysis of individual interactions across cultures. Standford, CA: Standford University Press. DOI: https://doi.org/10.1515/9780804766005
Goh, M. (2012). Teaching with cultural intelligence: developing multiculturally educated and glob- ally engaged citizens. Asia Pacific Journal of Education, 32 (4), 395–415. DOI: https://doi.org/10.1080/02188791.2012.738679
Gooden, D.J. / Creque, C.A. / Chin-Loy, C. (2017). The impact of metacognitive, cognitive and motivational cultural ıntelligence on behavioral cultural ıntelligence. International Business and Economics Research Journal, 16 (3), 223–230. DOI: https://doi.org/10.19030/iber.v16i3.10006
Gross, B. / Dewaele, J.M. (2018). The relation between multilingualism and basic human values among primary school children in South Tyrol. International Journal of Multilingualism, 15 (1), 35–53. DOI: https://doi.org/10.1080/14790718.2017.1318885
Hofer, B. (2021). Exploring learner attitudes in multilingual contexts: An empirical investigation at the primary school level. In: J. Pinto / N. Alexandre (eds.), Multilingualism and third language acquisition: Learning and teaching trends (pp. 139–163). Berlin: Language Science Press.
Hofer, B. / Jessner, U. (2019). Multilingualism at the primary level in South Tyrol: How does mul- tilingual education affect young learners’ metalinguistic awareness and proficiency in L1, L2 and L3? Language Learning Journal, 47 (1), 76–87. DOI: https://doi.org/10.1080/09571736.2016.1195865
Julianto, H.D. / Subroto, W.T. (2019). Multicultural education based on local education in elementary school. International Journal of Educational Research Review, 4 (3), 420–426. DOI: https://doi.org/10.24331/ijere.573943
Kumar, N. / Rose, R.C. / Subramaniam, R. (2008). The effects of personality and cultural intelligence on international assignment effectiveness: A Review. Journal of Social Sciences, 4 (4), 320–328. DOI: https://doi.org/10.3844/jssp.2008.320.328
Mezzacappa, E. (2004). Alerting, orienting, and executive attention: Developmental properties and socio-demographic correlates in an epidemiological sample of young, urban children. Child Development, 75 (5), 1373–1386. DOI: https://doi.org/10.1111/j.1467-8624.2004.00746.x
Ng, K.Y. / Earley, P.C (2006). Culture and intelligence: Old constructs, new frontiers. Group Or- ganization Management, 31 (1), 4–19. DOI: https://doi.org/10.1177/1059601105275251
Oxford, R.L. / Cuéllar, L. (2014). Positive psychology in cross-cultural narratives: Mexican stu- dents discover themselves while learning Chinese. Studies in Second Language Learning and Teaching, 2, 173–204. DOI: https://doi.org/10.14746/ssllt.2014.4.2.3
Peal, E. / Lambert, W.E. (1962). The relation of bilingualism to intelligence. Psychological Monographs: General and Applied, 76, 1–23. DOI: https://doi.org/10.1037/h0093840
Petrossian, A. (2020). Multilingualism and global education on the development of cross-cultural intel- ligence for students at international schools. (Doctoral dissertation). Boston, Mass.: Northeastern University.
Saer, D.J. (1923). The effects of bilingualism on intelligence. British Journal of Psychology, 14 (1), 25–38. DOI: https://doi.org/10.1111/j.2044-8295.1923.tb00110.x
Thomas, D.R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27, 237–246. DOI: https://doi.org/10.1177/1098214005283748
Turkey Immigration Office Website. https://multeciler.org.tr/turkiyedeki-suriyeli-sayisi/.
Lizenz
Copyright (c) 2023 KÜBRA AKSAK, FERYAL ÇUBUKÇU
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Authors
Authors of texts accepted for publication in Glottodidactica are required to complete, sign and return to the editor's office the Agreement for granting a royalty-free license to works with a commitment to grant a CC sub-license.
Under the agreement, the authors of texts published in Glottodidactica grant the Adam Mickiewicz University in Poznań a non-exclusive, royalty-free license and authorize the use of Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) Creative Commons sub-license.
The authors retain the right to continue the free disposal of the work.
Users
Interested Internet users are entitled to use works published in Glottodidactica since 2016, under the following conditions:
- attribution - obligation to provide, together with the distributed work, information about the authorship, title, source (link to the original work, DOI) and the license itself.
- no derivatives - the work must be preserved in its original form, without the author's consent it is not possible to distribute the modified work, such as translations, publications, etc.
Copyrights are reserved for all texts published before 2016.
Miscellaneous
Adam Mickiewicz University in Poznań retains the right to magazines as a whole (layout, graphic form, title, cover design, logo etc.).