EMOTIONAL INTELLIGENCE IN TEACHING OF THE ENGLISH LANGUAGE FOR FUTURE LAW ENFORCEMENT OFFICERS
DOI:
https://doi.org/10.32782/2078-3566-2024-4-26Keywords:
emotional intelligence (EI), self-awareness, self-regulation, motivation, empathy, socioemotional competencies, learning procesAbstract
This article explores the integration of emotional intelligence (EI) into the process of teaching English to future law enforcement officers, emphasizing its theoretical and practical aspects. The study highlights emotional intelligence as a crucial competency for professional and personal development, particularly for individuals working in high-stress environments. Emotional intelligence encompasses self-awareness, selfregulation, motivation, empathy, and social skills, all of which are integral for effective communication and decision-making. The research discusses the benefits of EI in enhancing the learning experience and professional readiness of law enforcement cadets. It examines innovative teaching methodologies, such as role-playing, case discussions, and reflective exercises, which aim to foster EI alongside language proficiency. Furthermore, the study identifies challenges in implementing EI-focused teaching methods, including cultural differences, varying language levels, and limited instructional time. The findings demonstrate that incorporating EI in English language education leads to improved teamwork, empathy, social sensitivity, and confidence in communication, even in stressful situations. This approach not only strengthens language skills but also equips cadets with socio-emotional competencies vital for their profession. The article underscores the potential for further research to refine EI integration into vocational education, fostering well-rounded professionals capable of thriving in a multicultural and demanding work environment.
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