Abstract
This paper summarizes the arguments and counterarguments within the discussion on the issue of cultural intelligence, bilingualism, and the relationship between language proficiency and cultural intelligence. The primary purpose of the research is to explore the relationship between bilingualism (or high language proficiency in two languages) and cultural intelligence. The systematization of literary sources and approaches for solving the problem indicates that a significant link between these constructs could be expected. The relevance of the decision of this scientific problem is that this relationship has not yet been the subject of any previous research. Investigation of the paper topic is carried out in the following logical sequence: a thorough look into a conceptual and theoretical framework of cultural intelligence, bilingualism and the link between cultural intelligence and language proficiency; in the second part of the paper two hypotheses are developed on the base of previous research, and the corresponding methodology is described. The theoretical model of the explored relationship is tested using the SmartPLS-SEM 3 program. The objects of the survey are 243 undergraduate students studying in the English study program at the University of Finance and Administration in the Czech Republic. The research empirically confirms and theoretically proves that there is a positive correlation between the level of foreign (non-native) language proficiency and cultural intelligence score. Language competence predicates the overall rating for CQ. The metacognitive and motivational factors of CQ play a substantial role within the framework of this relationship. On the other hand, data do not confirm a statistically significant difference between the group of bilingual and monolingual respondents. The results of the research can be useful for those who manage people across cultures and prepare students for working abroad or in international teams such as language teachers at universities. Keywords: cultural intelligence, language proficiency, bilingualism, biculturalism, cultural frame switching, PLS-SEM, intercultural effectiveness
Highlights
Management experts agree that workers who come into contact with a culturally diversified environment cannot do without intercultural competences (Andresen and Bergdolt, 2017)
This study suggests that a relationship exists between language proficiency and CQ (H1); at the same time, it is expected that there will be a significant difference in the value of overall cultural intelligence (H2) between groups of bilingual individuals and monolingual individuals characterized by a lower level of linguistic ability
The examples of some bilingual countries such as Switzerland, Belgium, the Netherlands, Finland or Norway in which a relatively high number of citizens can fluently converse in languages other than their mother tongue show that these nations might have a strategic advantage in international business which is indirectly assumed by their high trade-to-GDP ratio (The World Bank Group, 2019)
Summary
Management experts agree that workers who come into contact with a culturally diversified environment cannot do without intercultural competences (Andresen and Bergdolt, 2017). One factor of intercultural effectiveness can communicate in a foreign language It helps to create shared meaning, to make a good impression, to improve performance, and contributes to smoother social interactions increasing a persons enjoyment and interest in dealing across cultures (Earley et al, 2006; Hofstede et al, 2010). Another factor that may influence the adaptability of individuals to unusual situations (and their efficiency) is intelligence, especially the components of emotional and social intelligence (Crowne, 2009). Their ability to be successfully active in culturally diversified environments is
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