ABSTRACT
The newly minted construct of cultural intelligence (CQ) draws from many branches of the academy: linguistics, anthropology, psychology, international business, and the global English movement (which is at the vanguard of English-language teacher education). While pedagogy often makes use of the psychological research done into the concept 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. This chapter will examine how literature, framed by rubrics employed in cultural-intelligence training, might be used in second-language teacher education. Culturally competent language teachers can use these skills to improve pedagogical outcomes as well as 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 works by Ernest Hemingway, Viet Thanh Nguyen, Kazuo Ishiguro, and Ursula K. Le Guin.
