and interpersonal (the relationships one has with other people), are the most important. He strongly believed that both, IQ and EQ, are predictive of the greatest success one has in life. These skills set the student on the conscientiously moral path towards stability and supremacy. Daniel Goleman developed these same ideas in his book Emotional Intelligence (1995). In particular, both Gardner and Goleman stressed that teachers were receiving a false impression of a pupil’s overall intelligence if they simply relied on intelligence quotient (IQ) tests. These are the normative exams students receive from their teacher in a certain institution, and only by doing well in these particular exams does a student get promoted. However, these exams only test a narrow selection of intelligences such as mathematical, logical and verbal reasoning skills. There is a whole other set of skills not being tested in these curricula: that is, the emotional skills. Goleman (1995) also noted that a high IQ was not predictive of later success in life whereas a person’s ability to socialize, to inspire others and to be self-motivated was an indicator of high EQ and consequently, high achievements. Nowadays, the very few schools that are aware of these larger issues tend not only to produce happier, more rounded individuals, but also attain better academic results. These findings are vitally important for teachers to bear in mind when structuring their lessons and delivering the curriculum. Integrating emotional literacy in school curricula brings positive changes as children learn to maneuver their emotions and improve their academic performance while society can witness a decline in hostile behavior. In the context of ELT, it is believed that whereas negative emotions hinder language learning, positive emotions facilitate the process (Benesch, 2012). Arnold and Brown (1999) accordingly explain that emphasizing emotional literacy in ELT leads to “more effective language learning” and educating “learners to live more satisfying lives and to be responsible members of society” (p. 21). The same authors also highlight the need for ELT practitioners to nurture their own emotional literacy before they can educate their students. They are of the view that language teachers should play a central role in managing students’ emotional responses by helping them identify the basis of their negative feelings, express them, and ultimately transcend them through classroom activities. This paper sheds light on the impact of the four-branch model of Emotional Intelligence (Lewkowicz, 2007 ; Mayer and Salovey, 1997; Goleman, 1995; Bradberrry, T. & Greaves J., 2010; Emmerling & Cherniss, 1998; McMullen (1997): self-awareness, self-control, social-awareness and relationshipmanagement on teachers and how these skills help them take effective decisions and create a positive climate in the classroom.
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