• Cultural Intelligence in Foreign Language Classes

      Báez, Daniela (2013-01-30)
      This study examined the effectiveness of Indiana State University’s Foundational Studies 2010 Non-Native Language Program for Spanish 101, in regard to its objectives and requirements for increasing students’ cultural intelligence and therefore their success in an increasingly multicultural world. As of fall 2011, this program requires students to take two semesters of foreign language as a requirement for graduation. The study was based on the concept of cultural intelligence and its four components: cognitive, metacognitive, motivational, and behavioral; and the data was collected using the 20-item, four factor CQS (the CQ Scale). This assessment was created and validated by the researchers Ang, Van Dyne, Koh, Ng, Templer, Tay, and Chadnrasekar in 2004 (Shannon & Begley, 2008) and it is used to measure cultural intelligence. The instrument was administered to students enrolled in six sections of Spanish 101 during the spring semester of 2012. The assessment was provided to students twice, once at the beginning of the semester and once at the end of the semester. The overall sample for this study consisted of 46 students for the pretest and 42 students for the posttest. The mean scores for all pretests and the mean scores for all posttests were compared to measure a change in cultural intelligence. The results of this study revealed that there was a significant difference between students’ pretest and posttest scores for three of the four factors of cultural intelligence: cognitive, motivational, and behavioral. A significant change was also observed in the motivational factor of cultural intelligence between female and male students.